Physics Education

The hacker mentality in reality is independent therefrom what one hacking. The main point is that someone need to do such an achievement wich seams even for the same professionals almost impossible or something completely different and this achievement throwing new light upon the field of investigation or it's broader environment too. In such a meaning the top scientists can be called hackers too as they gaining new knowledge from the Nature, from our closed environment, or in other words from the holographic virtual reality around us, from the Matrix. Deeper knowledge from our environment and from ourself has every time influenced our thinking and in broader sense our ideology and philosophy too. From the beginnings for us human beeings the most important questions are: Who are we really, where are we coming from, how does our mind and body work, how our physical world works and why are we here? To these questions one can find the answers only in case when one gaining knowledge not just from one field of life or science but from so much field of investigation as it is possible. Because of his accomplishment and work in that sense the greatest researcher in our history was Nikola Tesla, who from his very childhood made groundbreaking observations and discoveries first in his closer environment and later all around our planet Earth and in the whole Universe too. He discovered, invented and built such methodes, principles, parts, instruments and machines from conventional materials wich opened our closed reality and unraveled the hidden working of ourself and our physical world too. In that sense he really hacked the world around us perceptible only to our senses and instruments and gained such new informations and knowledge wich revolutionized our world view making it possible to reach undreamed goals. In the following notes we can read about those most outstanding discoveries of Nikola Tesla wich make him call " the greatest hacker ever " in our history.

This readable and informative survey of key ideas about students’ thinking in science builds a bridge between theory and practice by offering clear accounts from research, and showing how they relate to actual examples of students talking about widely taught science topics.

Esta obra tiene como objetivo explicar la física de una forma sencilla e interesante que sea accesible y clara, pretende brindar a los estudiantes una comprensión profunda de los conceptos básicos de la física en todos sus aspectos. Esta nueva edición en dos volúmenes ha sido diseñada especialmente para cubrir cursos semestrales de introducción a la física basados en álgebra y trigonometría, pero no en cálculo. Muestra a los estudiantes cuán útil es la física en sus propias vidas y en sus profesiones futuras por medio de aplicaciones interesantes. Además, se ha puesto especial énfasis en explicar técnicas y enfoques para resolver problemas.

This section examines the curricular aspects of integrating mathematics into science. It looks at the importance of mathematics in science, the benefits of integrating mathematics and science, the variety of models of curriculum design that can underpin their integration and a case study of this integration in a teacher training institute. 1. The Importance of Mathematics for Understanding Science The close relationship between mathematics and science has long been recognized. Galileo once said that 'Nature is written in mathematical language'. Newton, who was as much a mathematician as a scientist, pioneered the use of calculus to support his understanding of motion. The study of genomics depends on quantifying massive amounts of biological data, while understanding changes in the environment, such as the relationship between carbon dioxide emissions and global warming, depends on the development of mathematical models by scientists for the prediction of climate change (Karsai & Kampis, 2010). This draws our attention to the fact that it is often not possible to carry out scientific inquiry without quantifying findings, using the language of mathematics, its notations, equations and procedures. Almost all branches of science are becoming increasingly mathematical, ranging from bioinformatics, to the development and testing of pharmaceuticals, and the investigation of the solar system in astronomy. Science and mathematics provide the means for interdependent ways of knowing the world, as both are concerned with identifying patterns and relationships. Science provides contexts and applications for abstract mathematical principles, while mathematics provides the essential skills and processes necessary for science to make sense of the natural world. In recent times, the focus on STEM (science, technology, engineering and mathematics) education has led to growing interest in integrating all four of these subjects in various combinations in order to solve real life problems. This is said to promote students' capacities to adapt and transfer their scientific and mathematical knowledge and skills to other contexts and applications, for example, to other subjects, outside of school, and in their future workplaces and personal life. These capacities are essential for citizens in the rapidly changing globalized societies of the 21 st century. At the secondary level, students are usually aware that mathematics is important to their study of physics, but they may not realize that it is also essential for understanding the statistical analysis of data in biology and for understanding proportional relationships between quantities of atoms and molecules in chemical reactions.

Physics Education
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Cockney acoustics: from how far away can you hear the sound of Bow bells?
T C Lipscombe3,1 and Ian M Robinson2

Published 5 October 2021 • ©2021 IOP Publishing Ltd
Physics Education, Volume 56, Number 6
Citation T C Lipscombe and Ian M Robinson 2021 Phys. Educ. 56 065028
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Abstract
The most important question for anyone born in London is 'Are you a Cockney?' Only those born within the sound of Bow bells can truthfully answer the question with a resounding 'yes.' 'Cockney' is a term of pride in the heart of the East End, an area recently made internationally famous to a new audience due to the global success of the TV series 'Call the Midwife,' set in Poplar. Here we use simple physics to determine the greatest distance that you can be born and still hear the peal of the bells. As such, it should appeal to all those teaching the physics of waves, or sound, in the Greater London area—and beyond.

Background: The Supervised Curricular Internship (SCI) has an epistemological status that is indispensable for teacher training to the point of adding to the student the practical experience necessary for their professional development. In this context, it is evident that the supervising teachers of the school have a fundamental role for the physical education (PE) trainee regarding their insertion and adaptation to this period of academic training. Thus, this study aimed at assessing manuscripts that addressed the importance of the supervisor teacher at the SCI in PE. Materials and Methods: The method employed was a literature narrative review. The original and review articles, books and book chapters were selected without time limits, which corresponded to the theme of the importance of the supervisor teacher in SCI in PE. Therefore, analyzes were made in the printed and electronic manuscripts, where authors and publications emerging that addressed the issues pertaining to the theme of this work were selected. Results: We found that the supervising teachers who are receptive, welcoming and who have a teaching profile as a trainer are fundamental for the PE student to have rich and proficient experiences at this time of graduation. School supervising teachers who have the ability to adapt and reflect on their practice and who always seek the professional and personal development of their interns have the possibility of making them teachers with the ability to reflect on their own profession, especially their pedagogical practice, in order to question, think and act critically. Conclusion: It is concluded that the supervising teachers who participate in the training of the PE students have the mission of seeing them not as someone who wants to evaluate their practice, but as a being in training, endowed with individuality and able to evolve in the teaching career.

Making use of the classical Binet's equation a general procedure to obtain the gravitational force corresponding to an arbitrary 4-dimensional spacetime is presented. This method provides, for general relativistic scenarios, classics expressions that may help to visualize certain effects that Newton's theory can not explain. In particular, the force produced by a gravitational field which source is spherically symmetrical (Schwarzschild's spacetime) is obtained. Such expression uses a redefinition of the classical reduced mass, in the limit case it can be reduced to Newton's Universal Law of Gravitation and it produces two different orbital velocities for test particles that asimptotically coincide with the Newtonian one. PACS: 04.25.Nx, 95.10.Ce, 95.30.Sf. Keywords: Universal gravitational law, perihelionshift, Schwarzschild potential, reduced mass.

Popular belief in alternative assessment procedures suggests that the use of student portfolios can help learners successfully organize and integrate newly acquired scientific knowledge. This two-group comparison study documents the use of student created portfolios in an algebra-based, college-level, introductory physics course. Sixteen students were assessed primarily using a portfolio-style assessment procedure. Nineteen students were assessed primarily using traditional, objective examinations. Both groups were given the same cumulative, multiple-choice final examination. All students completed a pre– and post–self-report survey of achievement in physics. There were no significant differences in learner achievement between the two groups on the final examination or on the self-report of achievement given before and after instruction. Analysis of two focus group discussions did, however, suggest that students assessed by portfolios feel less anxious about learning physics, devote considerable time to reading and studying outside of class, internalize and personalize the content material, and enjoy the learning experience. The results of this study suggest that portfolio-style assessment procedures support student achievement at least at the same level as traditional assessment procedures and appear to have additional benefits. J Res Sci Teach 34: 255–271, 1997. Many educators have been introducing portfolio and performance assessments in a variety of classroom learning environments in response to the need for more authentic and equitable science assessment strategies (. There are, however, only a limited number of studies that have looked at the effect portfolio assessment has on traditional examination performance (Herman & Winters, 1994). Almost no comparison research exists in the realm of alternative science education assessment. Recommendations for the use of portfolio assessment may seem faddish in the absence of research evidence demonstrating that such assessment actually supports and encourages students' learning.

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The provision of the same pedagogical and educational methods to all students is pedagogically ineffective. In contrast, more effectively have proved the pedagogical strategies that adapt to the real individual skills of the students. An important innovation in this direction is the Adaptive Educational Systems (AES) that adjust the teaching content on educational needs and students' skills. Effective utilization of these approaches can be enhanced with Artificial Intelligence (AI) and Semantic Web technologies that can increase data generation, access, flow, integration, and comprehension using the very same open standards that drive the World Wide Web (URIs, HTTP, and HTML). This study proposes a novel Adaptive Educational eLearning System (AEeLS) that has the capacity to gather and analyze data from learning repositories and to adapt these to the educational curriculum according to the student skills and experience. It is an innovative hybrid machine learning system that combines a Semi-Supervised Classification method for ontology matching and a Recommendation Mechanism that uses a sophisticated method from neighborhood-based collaborative and content-based filtering techniques, in order to provide a personalized educational environment for each student.

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