Resolved Stars' Insights into Galaxy Physics

Thesis (Ph.D.)--University of Washington, 2016-08

The Usability of a Commercial Game Physics Engine to Develop Physics Educational Materials: an Investigation

Commercial computer games contain “physics engine” components, responsible for providing realistic interactions among game objects. The question naturally arises of whether these engines can be used to develop educational materials for high school and university physics education. To answer this question, the author's group recently conducted a detailed scientific investigation of the physics engine of Unreal Tournament 2004 (UT2004). This article presents their motivation, methodology, and results. The author presents the findings of experiments that probed the accessibility and fidelity of UT2004's physics engine, examples of educational materials developed, and an evaluation of their use in high school classes. The associated pedagogical implications of this approach are discussed, and the author suggests guidelines for educators on how to deploy the approach. Key resources are presented on an associated Web site.

Learning Physics with the Unreal Tournament Engine

Computer games such as Unreal Tournament (UT2004 and UT3) contain a 'physics engine' responsible for producing believable dynamic interactions between players and objects in the three-dimensional (3D) virtual world of a game. Through a series of probing experiments we have evaluated the fidelity and internal consistency of the UT2004 physics engine. These experiments have then led to the production of resources which may be used by learners and teachers of secondary-school physics. We also suggest an approach to learning, where both teachers and pupils may produce learning materials using the Unreal Tournament editor 'UnrealEd'.

Multi-physics modelling of materials processes on high performance parallel computers

Abstract not available

A finite-volume computational mechanics framework for multi-physics coupled fluid-stress problems

Abstract not available

Prediction of defects in steel castings with a multi-physics numerical code

Abstract not available

The role of nuclear physics in supernovae and the evolution of neutron stars, Neutrino Opacities, Equation of State, Transport Coefficients, and Dark Matter Production

Thesis (Ph.D.)--University of Washington, 2016-08

Device Physics of Two-Dimensional Crystalline Materials

Thesis (Ph.D.)--University of Washington, 2016-07

Clickers versus hand-raising in the physics college classroom : do clickers make a difference?

Abstract: Students who are actively involved in the learning process tend to develop deeper knowledge than those in traditional lecture classrooms (Beatty, 2007; Crouch & Mazur, 2001; Hake, 1998; Richardson, 2003). An instructional strategy that promotes active involvement is Peer Instruction. This strategy encourages student engagement by asking them to respond to conceptual multiple-choice questions intermittently throughout the lecture. These questions can be responded to by using an electronic hand-held device commonly known as a clicker that enables students’ responses to be displayed on a screen. When clickers are not available, a show of hands or other means can be used. The literature suggests that the impact on student learning is the same, whether the teacher uses clickers or simply asks students to raise their hand or use flashcards when responding to the questions (Lasry, 2007). This critical analysis argues that using clickers to respond to these in-class conceptual multiple-choice questions as opposed to using a show of hands leads to deeper conceptual understanding, better performance on tests, and greater overall enjoyment during class.||Résumé: Les étudiants qui sont activement impliqués dans le processus d'apprentissage ont tendance à développer des connaissances plus approfondies que lors de cours traditionnels (Beatty, 2007; Crouch & Mazur, 2001; Hake, 1998; Richardson, 2003). Une stratégie d'enseignement qui favorise la participation active est l’apprentissage par les pairs. Cette stratégie d’enseignement encourage l'engagement des élèves en leur demandant de répondre à des questions à choix multiples conceptuelles à plusieurs reprises durant le déroulement du cours. Ces questions peuvent être répondues à l'aide d'un appareil portatif électronique (un « clicker ») qui permet d’afficher de façon anonyme les réponses des élèves sur un écran. Si les clickers ne sont pas disponibles, les étudiants peuvent aussi répondre aux questions en levant la main. La littérature suggère que la méthode utilisée n’a pas d’impact sur l'apprentissage des élèves, que l'enseignant utilise des clickers, des flashcards ou qu’il demande simplement aux élèves de lever la main pour répondre aux questions (Lasry, 2007). Cette analyse critique fait valoir que l'utilisation de clickers pour répondre à ces questions à choix multiples conceptuelles en classe, plutôt que de faire lever la main aux étudiants, résulte en une compréhension conceptuelle plus approfondie, une meilleure performance aux examens et plus de plaisir pendant les cours.

Multi-physics modelling - A vital component of virtual manufacturing

One of the core tasks of the virtual-manufacturing environment is to characterise the transformation of the state of material during each of the unit processes. This transformation in shape, material properties, etc. can only be reliably achieved through the use of models in a simulation context. Unfortunately, many manufacturing processes involve the material being treated in both the liquid and solid state, the trans-formation of which may be achieved by heat transfer and/or electro-magnetic fields. The computational modelling of such processes, involving the interactions amongst various interacting phenomena, is a consider-able challenge. However, it must be addressed effectively if Virtual Manufacturing Environments are to become a reality! This contribution focuses upon one attempt to develop such a multi-physics computational toolkit. The approach uses a single discretisation procedure and provides for direct interaction amongst the component phenomena. The need to exploit parallel high performance hardware is addressed so that simulation elapsed times can be brought within the realms of practicality. Examples of Multiphysics modelling in relation to shape casting, and solder joint formation reinforce the motivation for this work.

Multi-physics modelling for design optimization and manufacturing on high-performance parallel systems

Abstract not available