Taken from beside the old Medical Bldg. (now the site of Randall Physics Lab) looking across East University. Before 1914

There are two men in the image

Measurement of the magnetic field of small magnets with a smartphone: a very economical laboratory practice for introductory physics courses

In this work, we propose an inexpensive laboratory practice for an introductory physics course laboratory for any grade of science and engineering study. This practice was very well received by our students, where a smartphone (iOS, Android, or Windows) is used together with mini magnets (similar to those used on refrigerator doors), a 20 cm long school rule, a paper, and a free application (app) that needs to be downloaded and installed that measures magnetic fields using the smartphone's magnetic field sensor or magnetometer. The apps we have used are: Magnetometer (iOS), Magnetometer Metal Detector, and Physics Toolbox Magnetometer (Android). Nothing else is needed. Cost of this practice: free. The main purpose of the practice is that students determine the dependence of the component x of the magnetic field produced by different magnets (including ring magnets and sphere magnets). We obtained that the dependency of the magnetic field with the distance is of the form x-3, in total agreement with the theoretical analysis. The secondary objective is to apply the technique of least squares fit to obtain this exponent and the magnetic moment of the magnets, with the corresponding absolute error.

Experimentação no ensino de física: um estudo escolas estaduais na região de São José dos Campos

This work presents the results of a study on the use of experimentation in physics teaching, presenting a survey on the use of this strategy in public high schools in the region of São José dos Campos. Data collection was carried out in schools by means of questionnaires prepared for physics teachers and students from three grades of high school. Data were obtained in eighteen schools distributed in the city of São José dos Campos (two in the central region, in the west, three on the east side, seven in the north and five in the south), a school in the district of Sao Francisco Xavier and a school in the town of Monteiro Lobato. Thus, data from 20 schools, 610 students and 20 teachers were analyzed. Among the main results, we highlight that over 80% of the students said that there is no physics lab at the school where they study, and less than 1% declares that uses laboratory weekly. We note that there is a laboratory in 25% of the schools in the northern region and 10% or less of the other schools. According to the students the proposition of the experimental activities by teachers is rare - only three schools in East Side the options sometimes and always exceeded the number of responses experimental activities are never proposed. We had 60% of the teachers who reported using the curriculum of the state of São Paulo to propose activities to students, and half of the teachers said they did not have classes experimental physics classes in initial training or had them in sufficient quantity to support the use of this feature in practice

Alcances y limitaciones actuales de la actividad experimental en escuelas de Enseñanza Media de la provincia Santiago de Cuba: criterios de alumnos y profesores

El propósito de este estudio es explorar el estado actual de desarrollo de las actividades experimentales en la asignatura de Física en escuelas de Enseñanza Media de la provincia de Santiago de Cuba ya que constituye un aspecto medular en la construcción del conocimiento científico. Para la recogida de la información se utilizaron dos instrumentos: una encuesta y una entrevista que fueron aplicadas a 268 alumnos y 18 profesores de cinco escuelas con entornos socioculturales diferentes. Los datos obtenidos de las encuestas de ambos sujetos están referidos a: la existencia o no de infraestructura de laboratorio en las escuelas, las características de sus participaciones en los laboratorios y la frecuencia de realización de los mismos. Complementan esta información sus opiniones expresadas en las respuestas a las entrevistas, donde se destaca el papel que atribuyen a los experimentos en el proceso de enseñanza-aprendizaje. Los resultados indican un incremento en la motivación y en la asimilación de los contenidos por parte de los alumnos que participaron en las demostraciones experimentales en las escuelas con infraestructura de laboratorio. Se manifiestan también limitaciones en el orden material con énfasis en las escuelas más alejadas del centro de la ciudad de Santiago de Cuba y de preparación de los profesores para una eficiente utilización del instrumental que poseen en función de la docencia.

East Physics -- Randall Lab of Physics

Albert Kahn, architect. Built 1924. East University on site of old medical building which was razed in 1914. Also called New Physics and East Physics.

Negative dimensional integration: Lab testing at two loops

Negative dimensional integration method (NDIM) is a technique to deal with D-dimensional Feynman loop integrals. Since most of the physical quantities in perturbative Quantum Field Theory (pQFT) require the ability of solving them, the quicker and easier the method to evaluate them the better. The NDIM is a novel and promising technique, ipso facto requiring that we put it to test in different contexts and situations and compare the results it yields with those that we already know by other well-established methods. It is in this perspective that we consider here the calculation of an on-shell two-loop three point function in a massless theory. Surprisingly this approach provides twelve non-trivial results in terms of double power series. More astonishing than this is the fact that we can show these twelve solutions to be different representations for the same well-known single result obtained via other methods. It really comes to us as a surprise that the solution for the particular integral we are dealing with is twelvefold degenerate.

Occasional white boarding : examining the effects of physics students' understanding of motion graphs

The Modeling method of teaching has demonstrated well--‐documented success in the improvement of student learning. The teacher/researcher in this study was introduced to Modeling through the use of a technique called White Boarding. Without formal training, the researcher began using the White Boarding technique for a limited number of laboratory experiences with his high school physics classes. The question that arose and was investigated in this study is “What specific aspects of the White Boarding process support student understanding?” For the purposes of this study, the White Boarding process was broken down into three aspects – the Analysis of data through the use of Logger Pro software, the Preparation of White Boards, and the Presentations each group gave about their specific lab data. The lab used in this study, an Acceleration of Gravity Lab, was chosen because of the documented difficulties students experience in the graphing of motion. In the lab, students filmed a given motion, utilized Logger Pro software to analyze the motion, prepared a White Board that described the motion with position--‐time and velocity--‐time graphs, and then presented their findings to the rest of the class. The Presentation included a class discussion with minimal contribution from the teacher. The three different aspects of the White Boarding experience – Analysis, Preparation, and Presentation – were compared through the use of student learning logs, video analysis of the Presentations, and follow--‐up interviews with participants. The information and observations gathered were used to determine the level of understanding of each participant during each phase of the lab. The researcher then looked for improvement in the level of student understanding, the number of “aha” moments students had, and the students’ perceptions about which phase was most important to their learning. The results suggest that while all three phases of the White Boarding experience play a part in the learning process for students, the Presentations provided the most significant changes. The implications for instruction are discussed.

Fluid physics under reduced gravity : an overview

Problems related to several fluid physics experiments the case of two experiemnts to be performed under reduced gravity, onboard Space- temperatures,lab (1st Mission), are discussed. Special attention is placed on parallel and preparatory work on erth, wich could throw some light on the opportunity, present interest and limitations of these experiments. The need for strong supporting fundamental research and, in particular, a more precise determination of the paremeters involved, is stressed.

Berkeley Lab research review.

Mode of access: Internet.

Electromagnetism: Interaction of Simulation and Real Lab Experiment

eLearning at universities is taking an increasingly larger part of academic teaching methodologies. In part this is caused by different pedagogical concepts behind interactive learning system, in part it is because of larger numbers of students that can be reached within one given course and, most important, actively integrated into the teaching process. We present here the development of a novel concept of teaching, allowing students to explore theoretical and experimental aspects of act of magnetic field on moving charge through real experiments and simulation. This problem is not only part of the basic education of physics students, but also element of the academic education of almost all engineers.

Transition amplitude for two-time physics

We present the transition amplitude for a particle moving in a space with two times and D space dimensions having an Sp(2, R) local symmetry and an SO(D, 2) rigid symmetry. It was obtained from the BRST-BFV quantization with a unique gauge choice. We show that by constraining the initial and final points of this amplitude to lie on some hypersurface of the D + 2 space the resulting amplitude reproduces well-known systems in lower dimensions. This work provides an alternative way to derive the effects of two-time physics where all the results come from a single transition amplitude.

Quasi-elastic barrier distribution of the (17)O+(64)Zn system and the derivation of the (17)O nuclear matter diffuseness

The quasi-elastic excitation function for the (17)O+(64)Zn system was measured at energies near and below the Coulomb barrier, at the backward angle theta(lab) = 161 degrees. The corresponding quasi-elastic barrier distribution was derived. The excitation function for the neutron stripping reactions was also measured, at the same angle and energies, and the experimental values of the spectroscopic factors were deduced by fitting the data. A reasonably good agreement was obtained between the experimental quasi-elastic barrier distribution with the coupled-channel calculations including a very large number of channels. Of the channels investigated, three dominated the coupling matrix: two inelastic channels, (64)Zn(2(1)(+)) and (17)O(1/(+)(2)), and one-neutron transfer channel, particularly the first one. On the other hand, a very good agreement is obtained when we use a nuclear diffuseness for the (17)O nucleus larger than the one for (16)O. We verify that quasi-elastic barrier distribution is a sensitive tool for determining nuclear matter diffuseness.

Elastic scattering and total reaction cross sections for the (8)Li+(12)C system

The elastic-scattering angular distribution for (8)Li on (12)C has been measured at E(LAB) = 23.9 MeV with (8)Li radioactive nuclear beam produced by the Radioactive Ion Beams in Brazil facility. This angular distribution was analyzed in terms of optical-model with Woods-Saxon and double-folding Sao Paulo potential. The roles of the breakup and inelastic channels were also investigated with cluster folding and deformed potentials, respectively, through coupled-channels calculations. The angular distribution for the proton-transfer (12)C((8)Li, (9)Be)(11)B reaction was also measured at the same energy. The spectroscopic factor for the <(9)Be|(8)Li + p > bound system was obtained and compared with shell-model calculations and with other experimental values. Total reaction cross sections for the present system were also extracted from the elastic-scattering analysis. A systematic of the reduced reaction cross sections obtained from the present and published data on (6,7,8)Li isotopes on (12)C was performed as a function of energy.