Physics Education

arXiv:physics.ed-ph

Report of results of physics instruction, curriculum development.

Trending in Physics Education

2511.14318

Report on the Scoping Workshop on AI in Science Education Research 2025

This report summarizes the outcomes of a two-day international scoping workshop on the role of artificial intelligence (AI) in science education research. As AI rapidly reshapes scientific practice, classroom learning, and research methods, the field faces both new opportunities and significant challenges. The report clarifies key AI concepts to reduce ambiguity and reviews evidence of how AI influences scientific work, teaching practices, and disciplinary learning. It identifies how AI intersects with major areas of science education research, including curriculum development, assessment, epistemic cognition, inclusion, and teacher professional development, highlighting cases where AI can support human reasoning and cases where it may introduce risks to equity or validity. The report also examines how AI is transforming methodological approaches across quantitative, qualitative, ethnographic, and design-based traditions, giving rise to hybrid forms of analysis that combine human and computational strengths. To guide responsible integration, a systems-thinking heuristic is introduced that helps researchers consider stakeholder needs, potential risks, and ethical constraints. The report concludes with actionable recommendations for training, infrastructure, and standards, along with guidance for funders, policymakers, professional organizations, and academic departments. The goal is to support principled and methodologically sound use of AI in science education research.

2511.143181

Nov 2025Physics Education

Industry Members' Perceptions about ABET-based Accreditation: An Exploratory Study in a Developing Country

ABET accreditation is an increasingly prominent system of global accreditation of engineering programs, and the assessment requires programs to demonstrate that they meet the needs of the program's stakeholders, typically industrial potential employers of graduates. To obtain these inputs, programs are required to assemble an advisory committee board. The views of the advisory board on the relevance of the degree outcomes are an essential part of this process. The purpose of this qualitative research study is to explore the viewpoints that industry stakeholders have on this type of process. The context for the study was an Ecuadorian engineering program which had successfully achieved the ABET accreditation. The study drew on interviews undertaken with industry members who were part of the advisory board. This study focuses on how they perceive the process and the accreditation awarded, analyzing their views of its usefulness, especially in relation to the employability of graduates. Based on the findings, we offer critical insights into this accreditation process when it takes place in contexts beyond highly industrialized countries.

2510.260871

Oct 2025Physics Education

FeynCraft: A Game of Feynman Diagrams

FeynCraft is a browser-based game that is designed to teach players the particle interactions of the Standard Model of particle physics, and how to link these interactions together to produce valid Feynman diagrams. It is primarily targeted at undergraduates and lecturers in introductory courses in particle physics, but we anticipate that it should also be useful for school pupils and teachers studying the basics of particle physics, and perhaps also current researchers. Users may draw particle lines and link them together to form vertices and complete diagrams, and FeynCraft determines invalid vertices using a sequence of simple rules, showing users which vertices are invalid and why. Diagrams may be drawn that involve both fundamental Standard Model particles and hadrons (where hadrons are represented by their constituent quark content). Users can also be presented with a process for which they must draw valid Feynman diagrams -- FeynCraft is able to generate such 'problems' at random, but there is also the facility to create, share, import and solve curated sets of problems. Alternatively, one is able to specify the process, and ask FeynCraft itself to generate the Feynman diagrams. Finally, we include several overlay options that give more information on a Feynman diagram (e.g. QCD colour flow, interaction strengths), and the option to export a drawn diagram as LaTeX code.

2510.140821

Oct 2025Physics Education

Beyond named methods: A typology of active learning based on classroom observation networks

A growing number of introductory physics instructors are implementing active learning methods in their classrooms, and they are modifying the methods to fit their local instructional contexts. However, we lack a detailed framework for describing the range of what these instructor adaptations of active learning methods look like in practice. Existing studies apply structured protocols to classroom observations and report descriptive statistics, but this approach overlooks the complex nature of instruction. In this study, we apply network analysis to classroom observations to define a typology of active learning that considers the temporal and interactional nature of instructional practices. We use video data from 30 instructors at 27 institutions who implemented one of the following named active learning methods in their introductory physics or astronomy course: Investigative Science Learning Environment (ISLE), Peer Instruction, Tutorials, and Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP). We identify five types of active learning instruction: clicker lecture, dialogic clicker lecture, dialogic lecture with short groupwork activities, short groupwork activities, and long groupwork activities. We find no significant relationship between these instruction types and the named active learning methods; instead, implementations of each of the four methods are spread across different instruction types. This result prompts a shift in the way we think and talk about active learning: the names of developed active learning methods may not actually reflect the specific activities that happen during instruction. We also find that student conceptual learning does not vary across the identified instruction types, suggesting that instructors may be flexible when modifying these methods without sacrificing effectiveness.

2510.011241

Oct 2025Physics Education

Preparing students for the quantum information revolution: Interdisciplinary teaching, curriculum development, and advising in quantum information science and engineering

As the field of quantum information science and engineering (QISE) continues its rapid growth, there are increasing concerns about the workforce demands and the necessity of preparing students for quantum-related careers. Given the interdisciplinary nature of the field, it is necessary to offer diverse educational opportunities to ensure that students are well-prepared for careers emerging from the second quantum revolution. In this paper, we present our findings from a qualitative study involving semi-structured interviews with university QISE educators, who have taken on the challenges and opportunities in developing QISE courses and curricula for undergraduate and graduate students from different academic backgrounds. Our findings focus on common themes across undergraduate and graduate QISE education, as well as advising and mentoring students to prepare them for research in the field. The interviewees discussed the various strategies they had implemented, such as incorporating hands-on lab activities, integration of Python coding with Qiskit, and including project-based learning experiences. Furthermore, their reflections on mentorship and advising students emphasized the importance of recognizing students' prior preparation, providing targeted resources, and supportive learning environments. Our findings are meant to provide guidance for educators looking to implement effective QISE educational strategies that address the changing landscape of quantum information revolution.

2510.001501

Sep 2025Physics Education

Industry Perspectives on Projected Quantum Workforce Needs

As more physics educators are developing courses and programs to prepare students for careers in quantum information science, understanding the quantum industry's future workforce needs has become increasingly important. As part of ongoing efforts to understand the knowledge and skills needed for various job roles, we interviewed quantum industry professionals in managerial positions about workforce needs. Through thematic analysis, we identify two broad themes about projected needs. First, managers anticipate a need for a range of educational levels from bachelors to PhDs in physics, engineering, and computer science to fill the needs of roles spanning manufacturing to innovation. Second, managers anticipate an increased need for individuals who can apply quantum information science knowledge across fields. These results provide insights for physics educators about course and program development: continued investment in quantum information science education at all levels is valuable, and greater emphasis should be placed on applications of quantum science.

2508.150553

Aug 2025Physics Education

Industry Insights into Quantum Knowledge Needed for the Quantum Information Science and Engineering Workforce

Quantum Information Science and Engineering (QISE) education and workforce development are top priorities at the national level in the US. This has included a push for academia to support the development of programs that will prepare students to enter the QISE workforce. As the field of QISE has grown rapidly in academia and industry, there is a need to better understand what quantum knowledge is needed for students to be ready for the workforce. We present preliminary findings on the level of quantum expertise and the specific quantum knowledge utilized across different roles, and in the execution of specific tasks in the QISE industry. Qualitative analysis of semi-structured interviews with industry professionals elucidates these aspects of the vital work functions related to the ongoing development of quantum technologies in industry. This work will provide insights into QISE curriculum development and changes needed to better support students transitioning into this growing industry.

2508.150391

Aug 2025Physics Education

Creating a customisable Socratic AI physics tutor

This paper explores role engineering as an effective paradigm for customizing Large Language Models (LLMs) into specialized AI tutors for physics education. We demonstrate this methodology by designing a Socratic physics problem-solving tutor using Google's Gemini Gems feature, defining its pedagogical behavior through a detailed 'script' that specifies its role and persona. We present two illustrative use cases: the first demonstrates the Gem's multimodal ability to analyze a student's hand-drawn force diagram and apply notational rules from a 'Knowledge' file; the second showcases its capacity to guide conceptual reasoning in electromagnetism using its pre-trained knowledge without using specific documents provided by the instructor. Our findings show that the 'role-engineered' Gem successfully facilitates a Socratic dialogue, in stark contrast to a standard Gemini model, which tends to immediately provide direct solutions. We conclude that role engineering is a pivotal and accessible method for educators to transform a general-purpose 'solution provider' into a reliable pedagogical tutor capable of engaging students in an active reflection process. This approach offers a powerful tool for both instructors and students, while also highlighting the importance of addressing the technology's inherent limitations, such as the potential for occasional inaccuracies.

2507.057951

Jul 2025Physics Education

Pendulum Tracker -- SimuFísica: A Web-based Tool for Real-time Measurement of Oscillatory Motion

We present Pendulum Tracker, a computer vision-based application that enables real-time measurement of the oscillatory motion of a physical pendulum. Integrated into the educational platform SimuFísica, the system uses the OpenCV.js library and runs directly in the browser, working on computers, tablets, and smartphones. The application automatically detects the pendulum's position via the device's camera, displaying in real time the angle-versus-time graph and estimates of the oscillation period. Experimental case studies demonstrate its effectiveness in measuring the period, determining gravitational acceleration, and analyzing damped oscillations. The results show excellent agreement with theoretical predictions, confirming the system's accuracy and its applicability in educational contexts. The accessible interface and the ability to export raw data make Pendulum Tracker a versatile tool for experimental physics teaching.

2506.073011

Jun 2025Physics Education

Landscape of Quantum Information Science and Engineering Education: From Physics Foundations to Interdisciplinary Frontiers

Quantum Information Science and Engineering (QISE) is rapidly gaining interest from those within many disciplines and higher education needs to adapt to the changing landscape. Although QISE education still has a strong presence and roots in physics, the field is becoming increasingly interdisciplinary. There is a need to understand the presence of QISE instruction and quantum-related instruction across all disciplines in order to figure out where QISE education is already happening and where it could be expanded. Although there is recent work that characterizes introductory QISE courses, there is no holistic picture of the landscape of QISE and quantum-related education in the United States. We analyzed course catalogs from 1,456 U.S. institutions. We found 61 institutions offering QISE degree programs, mostly at PhD-granting schools, with physics, electrical and computer engineering (ECE), and computer science(CS) as their primary contributors . Across all institutions, we identified over 8,000 courses mentioning 'quantum,' but about one-third of institutions in our study had none. We also found over 500 dedicated QISE courses, concentrated in PhD-granting institutions, primarily in physics, ECE, and CS. Physics leads in offering both general quantum-related ($\sim$4,700) and QISE-specific ($\sim$200) courses. Across multiple disciplines, we see that QISE topics are being introduced in courses not fully dedicated to QISE, which may be a productive strategy for increasing access to QISE education. Our dataset and analysis provide the most comprehensive overview to date of quantum education across US higher education. To ensure broad access, all data are publicly available and downloadable at quantumlandscape.streamlit.app. We hope these findings will support and guide future efforts in curriculum design, workforce development, and education policy across the quantum ecosystem.

2504.137198

Apr 2025Physics Education

Exploring Large Language Models (LLMs) through interactive Python activities

This paper presents an approach to introduce physics students to the basic concepts of Large Language Models (LLMs) using Python-based activities in Google Colab. The teaching strategy integrates active learning strategies and combines theoretical ideas with practical, physics-related examples. Students engage with key technical concepts, such as word embeddings, through hands-on exploration of the Word2Vec neural network and GPT-2 - an LLM that gained a lot of attention in 2019 for its ability to generate coherent and plausible text from simple prompts. The activities highlight how words acquire meaning and how LLMs predict subsequent tokens by simulating simplified scenarios related to physics. By focusing on Word2Vec and GPT-2, the exercises illustrate fundamental principles underlying modern LLMs, such as semantic representation and contextual prediction. Through interactive experimenting in Google Colab, students observe the relationship between model parameters (such as temperature) in GPT-2 and output behaviour, understand scaling laws relating data quantity to model performance, and gain practical insights into the predictive capabilities of LLMs. This approach allows students to begin to understand how these systems work by linking them to physics concepts - systems that will shape their academic studies, professional careers and roles in society.

2501.055772

Jan 2025Physics Education

Exploring active learning in physics with ISLE-based modules in high school

This study presents a case study of active learning within the Investigative Science Learning Environment (ISLE), using the iOLab digital devices. We designed a pilot lab format to enhance student engagement and understanding through direct experimentation, taking advantage of the multifunctional capabilities of the iOLab devices. This paper evaluates the pedagogical effectiveness of integrating ISLE with digital tools for data collection and analysis in physics experiments. The initial findings provide insights into the pedagogical benefits and logistical considerations of using such technologies in a laboratory setting. Although no direct comparison with traditional teaching methods has been made, the observed student engagement and feedback suggest a positive impact on learning outcomes, even within the constraints of the short duration of the interventions.

2403.115833

Mar 2024Physics Education

Could an Artificial-Intelligence agent pass an introductory physics course?

Massive pre-trained language models have garnered attention and controversy due to their ability to generate human-like responses: attention due to their frequent indistinguishability from human-generated phraseology and narratives, and controversy due to the fact that their convincingly presented arguments and facts are frequently simply false. Just how human-like are these responses when it comes to dialogues about physics, in particular about the standard content of introductory physics courses? This study explores that question by having ChatGTP, the pre-eminent language model in 2023, work through representative assessment content of an actual calculus-based physics course and grading the responses in the same way human responses would be graded. As it turns out, ChatGPT would narrowly pass this course while exhibiting many of the preconceptions and errors of a beginning learner.

2301.12127135

Jan 2023Physics Education

Related categories:

Accelerator Physics Atmospheric and Oceanic Physics Applied Physics Atomic and Molecular Clusters Atomic Physics

55 papers

Feedback Indices to Evaluate LLM Responses to Rebuttals for Multiple Choice Type Questions

We present a systematic framework of indices designed to characterize Large Language Model (LLM) responses when challenged with rebuttals during a chat. Assessing how LLMs respond to user dissent is crucial for understanding their reliability and behavior patterns, yet the complexity of human-LLM interactions makes systematic evaluation challenging. Our approach employs a fictitious-response rebuttal method that quantifies LLM behavior when presented with multiple-choice questions followed by deliberate challenges to their fictitious previous response. The indices are specifically designed to detect and measure what could be characterized as sycophantic behavior (excessive agreement with user challenges) or stubborn responses (rigid adherence to the fictitious response in the chat history) from LLMs. These metrics allow investigation of the relationships between sycophancy, stubbornness, and the model's actual mastery of the subject matter. We demonstrate the utility of these indices using two physics problems as test scenarios with various OpenAI models. The framework is intentionally generalizable to any multiple-choice format question, including on topics without universally accepted correct answers. Our results reveal measurable differences across OpenAI model generations, with trends indicating that newer models and those employing greater "Reasoning Effort" exhibit reduced sycophantic behavior. The FR pairing method combined with our proposed indices provides a practical, adaptable toolkit for systematically comparing LLM dialogue behaviors across different models and contexts.

2601.03285Jan 2026

View

2512.20836

The Benefits and Challenges of a Quantum Computing Concept Inventory

A Quantum Computing Concept Inventory is needed for the acceleration of uptake of best practice in quantum computing education required to support the quantum computing workforce for the next two decades. Eight experts in quantum computing, quantum ommunication or quantum sensing were interviewed to determine if there is substantial non-mathematical content to warrant such an inventory and determine a preliminary list of key concepts that should be included in such an inventory. Developing such an inventory is a challenging task requiring significant international 'buy-in' and creativity to produce jargon-free valid questions which are accessible to students who are yet to study quantum mechanics.

2512.20836Dec 2025

View

Making Quantum Accessible: A Seven-Category Framework for K-12 Quantum Education

We conducted a literature review and expert interviews to determine the most common methods being used to teach quantum physics and quantum computing concepts to primary and secondary students. Based on the findings of this review, we provide a framework of seven categories of teaching approaches for teaching mathematically accessible quantum concepts; they are Defamiliarization, Quantum Picturalism, Spin-First Approach, Einstein-First Approach, Many Paths Approach, Historical Development Approach and Game-based Quantum Learning. We summarise each of these teaching methods and overview their advantages and disadvantages of each method. Our framework makes it easy for physics educators to embrace the diverse methods of teaching quantum physics and quantum computing at the primary and secondary level.

2512.18886Dec 2025

View

2512.16257

Quantum Readiness in Latin American High Schools: Curriculum Compatibility and Enabling Conditions

The accelerating global development of quantum technologies strengthens the case for introducing quantum computing concepts before university. Yet in Latin America, there is no consolidated, region wide integration of quantum computing into secondary education, and the feasibility conditions for doing so remain largely unexamined. This paper proposes a qualitative, comparative framework to assess academic readiness for quantum education across six countries - Peru, Bolivia, Chile, Argentina, Brazil, and Colombia - grounded in the relationship between curriculum compatibility and enabling conditions spanning institutional capacity, teacher preparation, infrastructure, and equity. Using official curricula, policy documents, national statistics, and educational reports, we apply structured qualitative coding and a 1-5 ordinal scoring system to generate a cross country diagnosis. The findings reveal substantial regional asymmetries: among the six countries studied, Chile emerges as the most institutionally prepared for progressive quantum education integration, while the remaining countries exhibit varying combinations of curricular gaps and fragmented but promising enabling conditions. Building on this diagnosis, we propose a country sensitive, regionally coordinated roadmap for staged implementation, beginning with teacher development and pilot centers, leveraging open source platforms and local language resources, and scaling toward gradual curricular integration. This work establishes a baseline for future quantitative and mixed method studies evaluating learning outcomes, motivation, and scalable models for quantum education in Latin America.

2512.16257Dec 2025

View

Developing and Evaluating a Large Language Model-Based Automated Feedback System Grounded in Evidence-Centered Design for Supporting Physics Problem Solving

Generative AI offers new opportunities for individualized and adaptive learning, particularly through large language model (LLM)-based feedback systems. While LLMs can produce effective feedback for relatively straightforward conceptual tasks, delivering high-quality feedback for tasks that require advanced domain expertise, such as physics problem solving, remains a substantial challenge. This study presents the design of an LLM-based feedback system for physics problem solving grounded in evidence-centered design (ECD) and evaluates its performance within the German Physics Olympiad. Participants assessed the usefulness and accuracy of the generated feedback, which was generally perceived as useful and highly accurate. However, an in-depth analysis revealed that the feedback contained factual errors in 20% of cases; errors that often went unnoticed by the students. We discuss the risks associated with uncritical reliance on LLM-based feedback systems and outline potential directions for generating more adaptive and reliable LLM-based feedback in the future.

2512.10785Dec 2025

View

A Hands-On Molecular Communication Testbed for Undergraduate Education

This work presents a hands-on molecular communication (MC) testbed developed for the undergraduate Communication Engineering lab course at the Institute for Communications Technology (IfN), TU~Braunschweig. The goal of the experiment is to provide students with an intuitive and reproducible introduction to MC concepts using a low-cost and accessible fluidic setup. The system employs a background water flow into which three dye colors are injected and symbols are detected by a multi-wavelength photosensor. A zero-forcing--based estimator is used to separate the spectral components and reliably identify the transmitted colors. The experiment is designed to be completed independently by students within a single laboratory session and requires only basic prior knowledge from introductory communication engineering courses. A detailed script accompanies the experiment, guiding students through channel characterization, color detection, pseudoinverse computation, and simple data transmission using on-off keying. In pilot trials, students successfully reproduced the entire communication chain and achieved stable data rates of up to 0.5~bit/s over a 15~cm channel. The proposed testbed demonstrates that fundamental principles of MC can be taught effectively using a compact and inexpensive experimental setup. The experiment will be integrated into an undergraduate lab course.

2512.01904Dec 2025

View

High schoolers excel at Oxford quantum course using pictorial mathematics

We are at the dawn of the second quantum revolution, where our ability to create and control individual quantum systems is poised to drive transformative advancements in basic science, computation, and everyday life. However, quantum theory has long been conceived as notoriously hard to learn, creating a significant barrier to workforce development, informed decision-making by stakeholders and policymakers, and broader public understanding. This paper is concerned with Quantum Picturalism, a novel visual mathematical language for quantum physics. Originally developed over two decades ago to explore the foundational structure of quantum theory, this rigorous diagrammatic framework has since been adopted in both academia and industry as a powerful tool for quantum computing research and software development. Here, we demonstrate its potential as a transformative educational methodology. We report the findings from a pilot study involving 54 UK high school students, randomly selected from a pool of 734 volunteers across the UK. Despite the absence of advanced mathematical prerequisites, these students demonstrated a strong conceptual grasp of key quantum principles and operations. On an assessment comprising university graduate-level exam questions, participants achieved an 82% pass rate, with 48% obtaining a distinction-level grade. These results pave the way for making quantum more inclusive, lowering traditional cognitive and demographic barriers to quantum learning. This approach has the potential to broaden participation in the field and provide a promising new entry point for stakeholders, future experts, and the general public.

2512.00141Nov 2025

View

Null Results, Real Learning: Geomagnetic Response to an X1.8 Solar Flare with Research-Grade and Smartphone Magnetometers in a Citizen-Science Classroom Activity

Introductory college Earth and space science courses offer rich opportunities for citizen science projects. One especially compelling context is Earth's geomagnetic field: a self-excited dynamo in the liquid outer core generates a global field that couples Earth's interior to solar forcing, providing a natural laboratory for space weather education. We tested the viability of smartphone magnetometers for quantitative monitoring during the 4 November 2025 X1.8 solar flare, linking planetary magnetism, space weather, and authentic undergraduate research. Co-located observations were obtained with a Geometrics G-857 proton-precession magnetometer and tri-axial smartphone sensors logging via Physics Toolbox in a course-based undergraduate research experience (CURE) emphasizing the Nature of Science (NOS). Fourteen one-minute paired averages spanning 17:27-17:40 UT revealed a systematic smartphone bias of about 630 nT (95% confidence interval 550-710 nT) relative to the G-857 and a weak negative correlation (r ~ -0.4). Smartphone magnetometers thus lack the precision and calibration stability needed for nanotesla-scale flare signatures but remain valuable as pedagogical and engagement tools. We frame smartphones within a tiered instrumentation ladder linking research-grade observatories, intermediate-cost community magnetometers (for example, HamSCI Personal Space Weather Stations), and smartphones as high-engagement entry points to geomagnetic and space weather studies. This hierarchy aligns citizen science with open data protocols and NOS pedagogy, transforming low-cost sensing into epistemically grounded inquiry suitable for introductory college laboratories.

2511.21884Nov 2025

View

Making sense of quantum teleportation: An intervention study on students' conceptions using a diagrammatic approach

Quantum physics education at the upper-secondary level traditionally follows a historical approach, rarely extending beyond early 20th-century ideas, leaving students unprepared for comprehending modern quantum technologies central to everyday life and many facets of modern industry. To address this gap, we investigated how upper-secondary students and pre-service teachers understand quantum teleportation when taught with a simplified diagrammatic formalism based on the ZX-calculus, which represents quantum processes as diagrams of wires and boxes. Through phenomenographic analysis of video-recorded group work sessions, written responses to exercises, and a group interview, with a total of n=21 participants, we identified an outcome space consisting of four qualitatively different, hierarchically ordered categories of description encapsulating the different ways of experiencing quantum teleportation. The categories revealed that a conceptual progression depends on how one understands the temporality in quantum processes, the role of entanglement in quantum teleportation, the active nature of quantum measurements, and interpretations of mathematical operations in the diagrams. Our findings demonstrate that while a simplified diagrammatic formalism for teaching quantum physics provides an accessible entry point at the upper-secondary level, it does not automatically resolve fundamental conceptual challenges, and requires careful consideration in terms of developing teaching and learning sequences. Finally, these results provide educators with a deeper understanding of conceptual affordances and challenges for designing and improving instruction, whilst also highlighting the need for further exploring how students and teachers alike understand quantum phenomena.

2511.21443Nov 2025

View

Particle Builder A Board Game for the Teaching of the Standard Model of Particle Physics at a Secondary Level

We present Particle Builder, an online board game which teaches students about concepts from the Standard Model of Particle Physics at a high school level. This short activity resulted in a gain of 0.16, indicating that students learned a significant amount of particle physics knowledge. Students found the activity was more engaging and less difficult than a normal classroom lesson.

2511.21116Nov 2025

View

From Pixels to Patterns: Decoding Smartphone Display Properties through Diffraction, Reflection, and Refraction

In this paper we show how students can measure optical features of smartphone displays through three experiments. Observing diffraction patterns from smartphone displays allows students to determine the Pixels Per Inch (PPI). Observing reflections within a smartphone display provides information about touch glass thickness and pixel layer properties. Finally, water drops are used as miniature lenses to see the magnified image of the pixels beneath. An enhanced theoretical model that covers both small and large droplets is provided.

2511.20232Nov 2025

View

2511.17218

Teaching quantum computing to computer science students: Review of a hands-on quantum circuit simulation practical

We present a practical course targeting graduate students with prior knowledge of the basics of quantum computing. The practical aims to deepen students' understanding of fundamental concepts in quantum computing by implementing quantum circuit simulators. Through hands-on experience, students learn about different methods to simulate quantum computing, including state vectors, density matrices, the stabilizer formalism, and matrix product states. By implementing the simulation methods themselves, students develop a more in-depth understanding of fundamental concepts in quantum computing, including superposition, entanglement, and the effects of noise on quantum systems. This hands-on experience prepares students to do research in the field of quantum computing and equips them with the knowledge and skills necessary to tackle complex research projects in the field. In this work, we describe our teaching approach and the structure of our practical, and we discuss evaluations and lessons learned.

2511.17218Nov 2025

View

Enabling Blind and Visually Impaired Individuals to Pursue Careers in Science

Blind and Visually Impaired (BVI) Individuals face significant challenges in science due to the discipline's reliance on visual elements such as graphs, diagrams, and laboratory work. Traditional learning materials, such as Braille and large-print textbooks, are often scarce or delayed, while practical experiments are rarely adapted for accessibility. Additionally, mainstream educators lack the training to effectively support BVI students, and Teachers for the Visually Impaired (TVIs) often lack scientific expertise. As a result, BVI individuals remain underrepresented in scientific jobs, reinforcing a cycle of exclusion. However, technological advancements and inclusive initiatives are opening new opportunities. Outreach programs aim to make science engaging and accessible for BVI individuals through multi-sensory learning experiences. Hands-on involvement in these activities fosters confidence and interest in scientific careers. Beyond sparking interest, equipping BVI students with the right tools and skills is crucial for their academic success. Early exposure to assistive technologies enables BVI students to navigate scientific studies independently. Artificial Intelligence (AI) tools further enhance accessibility by converting visual data into descriptive text and providing interactive assistance. Several learning sessions demonstrated the effectiveness of these interventions, with participants successfully integrating into university-level science programs. Educating BVI and their teachers on these tools and good pratices is the aim of our project AccesSciencesDV. Research careers offer promising opportunities for BVI, especially in computational fields. By leveraging coding, data analysis, and AI-driven tools, BVI researchers can conduct high-level scientific work without relying on direct visual observations. The presence of BVI scientists enriches research environments.

2511.17620Nov 2025

View

2511.14318

Report on the Scoping Workshop on AI in Science Education Research 2025

2511.143181Nov 2025

View

How Physics Professors Use and Frame Generative AI Tools

Generative AI is rapidly reshaping how physicists teach, learn, and conduct research, yet little is known about how physics faculty are responding to these changes. We interviewed 12 physics professors at a major Scandinavian research university to explore their uses and perceptions of Generative AI (GenAI) in both teaching and research. Using the theoretical framework of epistemic framing, we conducted a thematic analysis that identified 19 overlapping practices, ranging from coding and literature review to assessment and feedback. From these practices, we derived six overlapping epistemic frames through which professors make sense of GenAI: as a threat to genuine learning and assessment, a source of knowledge, a discussion partner, a text-processing tool, a coding tool, and a labor-saving device. While the latter five position GenAI as a useful tool in the physicists' toolbox, the threat frame represented an overarching concern that colored all other frames. These findings reveal how GenAI is beginning to transform what it means to be a physicist, highlighting both opportunities for innovation and challenges for academic integrity and learning.

2511.11317Nov 2025

View

gr-Orbit-Toolkit: A Python-Based Software for Simulating and Visualizing Relativistic Orbits

Creating software dedicated to simulation is essential for teaching and research in Science, Technology, Engineering, and Mathematics (STEM). Physics lecturing can be more effective when digital twins are used to accompany theory classes. Research in physics has greatly benefited from the advent of modern, high-level programming languages, which facilitate the implementation of user-friendly code. Here, we report our own Python-based software, the gr-orbit-toolkit, to simulate orbits in classical and general relativistic scenarios. First, we present the ordinary differential equations (ODEs) for classical and relativistic orbital accelerations. For the latter, we follow a post-Newtonian approach. Second, we describe our algorithm, which numerically integrates these ODEs to simulate the orbits of small-sized objects orbiting around massive bodies by using Euler and Runge-Kutta methods. Then, we study a set of sample two-body models with either the Sun or a black hole in the center. Our simulations confirm that the orbital motions predicted by classical and relativistic ODEs drastically differ for bodies near the Schwarzschild radius of the central massive body. Classical mechanics explains the orbital motion of objects far away from a central massive body, but general relativity is required to study objects moving at close proximity to a massive body, where the gravitational field is strong. Our study on objects with different eccentricities confirms that our code captures relativistic orbital precession. Our convergence analysis shows the toolkit is numerically robust. Our gr-orbit-toolkit aims at facilitating teaching and research in general relativity, so a comprehensive user and developer guide is provided in the public code repository.

2511.19442Nov 2025

View

A quaternionic approach to teaching 3D rotations and the resolution of gimbal lock

Quaternions provide a unified algebraic and geometric framework for representing three-dimensional rotations without the singularities that afflict Euler-angle parametrisations. This article develops a pedagogical and conceptual analysis of the \emph{Gimbal lock} phenomenon and demonstrates, step by step, how quaternion algebra resolves it. Beginning with the limitations of Euler representations, the work introduces the quaternionic rotation operator $v' = q\,v\,q^{*}$, derives the Rodrigues formula, and establishes the continuous, singularity-free mapping between unit quaternions and the rotation group $SO(3)$. The approach combines historical motivation, formal derivation, and illustrative examples designed for advanced undergraduate and graduate students. As an extension, Appendix~A presents the geometric and topological interpretations of quaternions, including their relation to the groups $\mathbb{Q}_8$ and $SU(2)$, and the Dirac belt trick, offering a visual analogy that reinforces the connection between algebra and spatial rotation. Overall, this work highlights the educational value of quaternions as a coherent and elegant framework for understanding rotational dynamics in physics.

2511.04452Nov 2025

View

Examining Student and AI Generated Personalized Analogies in Introductory Physics

Comparing abstract concepts (such as electric circuits) with familiar ideas (plumbing systems) through analogies is central to practice and communication of physics. Contemporary research highlights self-generated analogies to better facilitate students' learning than the taught ones. "Spontaneous" and "self-generated" analogies represent the two ways through which students construct personalized analogies. However, facilitating them, particularly in large enrollment courses remains a challenge, and recent developments in generative artificial intelligence (AI) promise potential to address this issue. In this qualitative study, we analyze around 800 student responses in exploring the extent to which students spontaneously leverage analogies while explaining Morse potential curve in a language suitable for second graders and self-generate analogies in their preferred everyday contexts. We also compare the student-generated spontaneous analogies with AI-generated ones prompted by students. Lastly, we explore the themes associated with students' perceived ease and difficulty in generating analogies across both cases. Results highlight that unlike AI responses, student-generated spontaneous explanations seldom employ analogies. However, when explicitly asked to explain the behavior of the curve in terms of their everyday contexts, students employ diverse analogical contexts. A combination of disciplinary knowledge, agency to generate customized explanations, and personal attributes tend to influence students' perceived ease in generating explanations across the two cases. Implications of these results on the potential of AI to facilitate students' personalized analogical reasoning, and the role of analogies in making students notice gaps in their understanding are discussed.

2511.04290Nov 2025

View

Introducing Quantum Computing into Statistical Physics: Random Walks and the Ising Model with Qiskit

Quantum computing offers a powerful new perspective on probabilistic and collective behaviors traditionally taught in statistical physics. This paper presents two classroom-ready modules that integrate quantum computing into the undergraduate curriculum using Qiskit: the quantum random walk and the Ising model. Both modules allow students to simulate and contrast classical and quantum systems, deepening their understanding of concepts such as superposition, interference, and statistical distributions. We outline the quantum circuits involved, provide sample code and student activities, and discuss how each example can be used to enhance student engagement with statistical physics. These modules are suitable for integration into courses in statistical mechanics, modern physics, or as part of an introductory unit on quantum computing.

2511.03696Nov 2025

View

2510.27674

Teaching competencies in physics for engineering education: A qualitative analysis from teaching practice

Physics teaching in engineering programmes poses discipline-specific demands that intertwine conceptual modelling, experimental inquiry, and computational analysis. This study examines nine teaching competences for physics instruction derived from international and regional frameworks and interpreted within engineering contexts. Nineteen university instructors from the Technological Institute of Toluca completed an open-ended questionnaire; responses were analysed using a grounded theory approach (open and axial coding) complemented by descriptive frequencies. Results indicate stronger development in technical mastery, methodological/digital integration, technology-mediated communication, and innovation (C1, C2, C6, C9), while information literacy for digital content creation/adaptation and digital ethics/safety (C7, C8) remain underdeveloped. A recurrent understanding-application gap was identified, revealing uneven transfer from conceptual awareness to enacted classroom practice. We conclude that advancing physics education for engineers requires institutionally supported, discipline-specific professional development that aligns modelling, laboratory work, and computation with ethical and reproducible digital practices; such alignment can move instructors from adoption/adaptation toward sustained appropriation and innovation in multimodal settings.

2510.27674Oct 2025

View

Page 1 of 3