Hasil untuk "Electricity and magnetism"

S. Singh

P. Bergmann

K. Kogulakrishnan, S. Nithiyanantham, R. Koteeshwari et al.

M. Suba, Ernesto F. Manlapig Jr.

The extreme heat index experienced in the Philippines, which forced several schools to transition to distance learning, highlights the urgent need for instructional materials suitable for remote education. This study aimed to develop and evaluate Evaluation of Experiential Learning with Digital Simulation (ELDS) modules in electricity and magnetism as potential instructional resources for General Physics 2 class. The participants included in the study involved physics experts (n = 5) and Grade 12 STEM students (n = 43) from a private school in Bulacan, Philippines. A Research and Development (R&D) approach utilizing the ADDIE framework was employed, as the study focused on designing and developing instructional materials for the physics subject. Quantitative data were collected using the ELDS Module Evaluation Checklist (ELDSMEC) and analyzed through average means, standard deviations, p-values, and the Mann-Whitney U test. The results indicated no significant difference (p > 0.05) between the assessments of physics experts and STEM students regarding the potential effectiveness of the ELDS modules in electricity and magnetism. This suggests that both groups recognize the developed modules as valuable tools for enhancing student learning in these critical areas of physics. The findings underscore the importance of creating adaptable and effective instructional materials that can support distance learning, particularly in response to environmental challenges such as extreme heat index.

Sam Ramaila, Halalisani Mngomezulu

This study examines the impact of formative assessment practices on concept mastery in Physical Sciences, with a particular focus on Electricity and Magnetism among Grade 10 learners. A quasi-experimental design was utilized, involving a purposive sample of 175 learners from five secondary schools in the uMkhanyakude district. Schools A–C constituted the experimental group, while schools D–E served as the control group. The intervention based on formative assessment practices was implemented in the experimental group. To assess concept mastery, a Physical Sciences test on Electricity and Magnetism was administered as both a pre-test and post-test for both groups. The findings revealed that the experimental group significantly outperformed the control group, highlighting the positive impact of formative assessment on learners’ concept mastery. The study concludes that formative assessment is an effective strategy for enhancing concept mastery in Physical Sciences and recommends its integration into the teaching of Electricity and Magnetism. Additionally, it suggests further research to examine the long-term effects of formative assessment on learners' overall academic performance in the sciences.

Yiming Zhang, Yuxi Liu, Sailing He

ABSTRACT A compact leaky‐wave antenna (LWA) with innovative phase‐shift asymmetric coupling for continuous beam scanning is presented. The antenna utilises a slow‐wave half‐mode substrate integrated waveguide with spoof surface plasmon polaritons (SW‐HMSIW‐SSPP) transmission line structure to achieve ultra‐compact dimensions in both longitudinal and lateral directions. The radiation characteristic is achieved using sinusoidal modulation on the SSPP structure. To enable continuous beam scanning through broadside, a novel and simple phase‐shift asymmetric coupling method is developed by placing sinusoidally modulated patches with π/2 phase shift on the metallised blind via‐hole arrays. This approach effectively suppresses the open stopband (OSB) and enables continuous beam scanning from backward to forward directions without radiation degradation at broadside. A prototype of the proposed LWA is fabricated and characterised. The measured results demonstrate that the antenna with 12 unit‐cells operates over a wide frequency range from 14.3 to 20.5 GHz with continuous beam scanning from −40° to +30°, while maintaining an ultra‐compact aperture of only 6.67 λ0 × 0.27 λ0.

Zhen Li, Ji Liu, Yoshimichi Ohki et al.

Abstract Surface flashover is a gas–solid interface insulation failure that significantly jeopardises the secure operation of advanced electronic, electrical, and spacecraft applications. Despite the widespread application of numerous material modification and structure optimisation technologies aimed at enhancing surface flashover performance, the influence mechanisms of the present technologies have yet to be systematically discussed and summarised. This review aims to introduce various material modification technologies while demonstrating their influence mechanisms on flashover performances by establishing relationships among ‘microscopic structure‐mesoscopic charge transport‐macroscopic insulation failure’. Moreover, it elucidates the effects of chemical structure on surface trap parameters and surface charge transport concerning flashover performance. The review categorises and presents structure optimisation technologies that govern electric field distribution. All identified technologies highlight that achieving a uniform tangential electric field and reducing the normal electric field can effectively enhance flashover performance. Finally, this review proposes recommendations encompassing mathematical, chemical, evaluation, and manufacturing technologies. This systematic summary of current technologies, their influence mechanisms, and associated advantages and disadvantages in improving surface insulation performance is anticipated to be a pivotal component in flashover and future dielectric theory.

Gianfranco Huaccho Zavala, Thomas Gheeraert, Thomas Gheeraert et al.

This work presents the further development and application of the multi-physics coupled code Serpent/subchanflow for analyzing cores loaded with fuel assembly designs characterized by complex geometries, such as the VVR-KN fuel assembly. A high-detail steady-state analysis of one VVR-KN fuel assembly is presented and discussed. The VVR-KN is a plate-type fuel assembly, arranged coaxially with hexagonal fuel-plate tubes. Its particular geometry layout configuration challenges both their neutronic and thermal-hydraulic modeling. In this work, the versatility of Serpent’s multi-physics interface is exploited by using the unstructured mesh-based interface to update the properties of the fuel and coolant materials in a coupled neutronic/thermal-hydraulic simulation; these properties are solved and provided by the thermal-hydraulic code Subchanflow. Both neutronic and thermal-hydraulic models are developed for a single fuel assembly of 6.83 cm distance pitch and 60 cm active height, and state conditions for the simulations are defined. Typical material composition and main thermal properties for the fuel-meat (UO2-Al) and aluminum cladding (SAV-1) materials are extracted from references. This work paves the way for multi-physics analysis of research reactors with non-regular plates or subchannel geometries.

M. G. Cabiles, Ivan Culaba, Cornelia C. Soto

Learners often take part in science instruction bringing with them different perceptions of concepts and skills or those that are inconsistent with the target knowledge. True understanding of information is attained when students are provided opportunities to make meaning from data and evidences. Hence, corridor demonstrations were developed in this study. Corridor demonstrations are ready-to-use experimental setups installed along a corridor, which may be manipulated by students with or without teachers’ supervision. This pioneering study discusses students’ conceptual change in grade 9 electricity and magnetism topics after using corridor demonstrations as learning materials. Corridor demonstrations on electromagnetic induction, AC generator, DC generator, transformer, solar energy and wind energy, were developed by the researcher and validated by experts. Students’ conceptual understanding were evaluated using a researcher-made and expert-validated test questionnaire. Using paired samples t-test, the results showed that students’ post-test average conceptual understanding (49%) is significantly higher than their pre-test result (29.3%), with p=.002. This difference may be attributed to the students’ experiences using the corridor demonstrations, that helped them understand the relationship of variables, apply the concepts that they learned, acquire a deeper understanding of how things work. Qualitative data including quotations from the focus group discussions and written responses in test items provide an in-depth look at the influence of using corridor demonstrations in the students’ conceptual understanding in physics. Further research on the learning materials and its pedagogical practicality are recommended.

Anthony C. Cabrillas

This study developed and validated simulation-based instructional materials in Electricity and Magnetism for Electronics Technology, using Multisim software. Guided by the ADDIE instructional design model, a 24-module workbook was created to address challenges in traditional teaching—limited lab access, abstract concepts, and lack of interactivity. Validation through expert review and pilot testing confirmed the material’s accuracy, usability, and alignment with course outcomes. Students using the workbook showed a 27.8% improvement in post-test scores, compared to 12.2% in the control group. They also completed activities up to 50% faster. Satisfaction ratings from both students and instructors ranged from 4.6 to 4.8 out of 5, reflecting the material’s clarity and effectiveness. The results demonstrate that interactive, simulation-based learning enhances engagement, understanding, and skills development. Recommendations include expanding real-world applications, providing instructor training, and enhancing Multisim integration. The study affirms the value of technology-enhanced instruction in bridging theory and practice in technical education.

G. Polverini, Jakob Melin, Elias Önerud et al.

[This paper is part of the Focused Collection in Artificial Intelligence Tools in Physics Teaching and Physics Education Research.] Artificial intelligence-based chatbots are increasingly influencing physics education because of their ability to interpret and respond to textual and visual inputs. This study evaluates the performance of two large multimodal model-based chatbots, ChatGPT-4 and ChatGPT-4o, on the brief electricity and magnetism assessment (BEMA), a conceptual physics inventory rich in visual representations such as vector fields, circuit diagrams, and graphs. Quantitative analysis shows that ChatGPT-4o outperforms both ChatGPT-4 and a large sample of university students, and demonstrates improvements in ChatGPT-4o’s vision interpretation ability over its predecessor ChatGPT-4. However, qualitative analysis of ChatGPT-4o’s responses reveals persistent challenges. We identified three types of difficulties in the chatbot’s responses to tasks on BEMA: (i) difficulties with visual interpretation, (ii) difficulties in providing correct physics laws or rules, and (iii) difficulties with spatial coordination and application of physics representations. Spatial reasoning tasks, particularly those requiring the use of the right-hand rule, proved especially problematic. These findings highlight that the most broadly used large multimodal model-based chatbot, ChatGPT-4o, still exhibits significant difficulties in engaging with physics tasks involving visual representations. While the chatbot shows potential for educational applications, including personalized tutoring and accessibility support for students who are blind or have low vision, its limitations necessitate caution. On the other hand, our findings can also be leveraged to design assessments that are difficult for chatbots to solve. Published by the American Physical Society 2025

Christopher Wheatley, James Wells, J. Stewart

N. Koca, Noor alhuda Al Saqri, H. Al Hamrashdi et al.

In this work we evaluated the performance of first-year students of the College of Science and the College of Engineering at Sultan Qaboos University (SQU), Oman on the concepts of electricity and magnetism using the Brief Electricity and Magnetism Assessment (BEMA). The BEMA pre-test and post-test were implemented at the beginning of semester and toward the end of the semester respectively. We investigated the correlation between pre-test and post-test BEMA scores to offer a deeper insight into the students’ understanding of concepts. This study also examined the gain in individual subtopics and compared the BEMA results with the students’ final course grades. The findings indicate that students perform better on questions related to electostatics, struggle more with those related to magnetostatic and have significant difficulties with Faraday’s law. Additionally, a gender-based analysis was conducted, revealing no statistical difference in performance between male and female students.

Nishant Shinde, Himangshu Sarma

Onur Yalçın, Fatma Sadık

This research is a needs analysis study aimed at developing a curriculum based on an interdisciplinary context-based learning approach within the 10th-grade physics course, focusing on the electricity and magnetism unit. The research was designed according to the case study model and data were collected from expert, teacher, and student sample groups through questionnaires and interview forms. Descriptive statistics were utilized for quantitative data analysis, while content analysis technique was employed for qualitative data. The results indicated that the physics curriculum continued to maintain a disciplinary perspective and a classical understanding of physics, with insufficient connection with daily life and adaptation to contemporary conditions. Similar results were identified in the 10th-grade physics textbooks and in-class instructional practices concerning the unit of electricity and magnetism. In this respect, the research identified the needs for developing a curriculum based on an interdisciplinary context-based learning approach to address these negative results. These needs, while enhancing interdisciplinary context-based understanding, can also contribute to the emergence of various opportunities and different perspectives in physics education. It is recommended to identify needs in other subfields of physics as well and develop curricula designed with an interdisciplinary context-based approach for more effective and efficient physics education. Keywords: interdisciplinary understanding, context-based learning, electricity and magnetism, physics education, high school students

Adones B. Cabural

The study explores the efficacy of Virtual Reality (VR) simulations in enhancing students’ conceptual understanding of electricity and magnetism, using the Labster platform. Traditional teaching methods often need to adequately convey the complexities of these topics, leading to limited student engagement and poor comprehension. The research compares two groups: one receiving traditional instruction and another using VR-based simulations. The study found that students in the experimental group, who used VR simulations, showed a 35% improvement in post-test scores, compared to a 15% improvement in the control group. The VR group also reported higher levels of engagement and found abstract concepts such as electric fields and circuits easier to understand through interactive, immersive learning environments. Teachers noted that VR aided in visualizing difficult concepts, although challenges included a learning curve in technology usage and the need for proper integration into curriculum. The findings suggest that VR, when used as a supplemental tool, has the potential to significantly improve learning outcomes in physics education. However, the study highlights the need for further research into long-term impacts and accessibility issues and strategies to better integrate VR into traditional teaching methods.

Yamikani Kalolo, LakhanLal Yadav

The study aimed at investigating the impact of the interactive engagement method on the students' conceptual understanding and application of the concepts of electricity and magnetism (E&M). The study involved 175 pre-service teachers, second-year physics students taking physics modules for E&M at the University of Malawi. We employed a quasi-experimental research design. Two groups (experimental and control) were formulated randomly. Experimental group learnt using interactive engagement techniques that included hands-on activities, pair problem-solving discussions, presentations to the entire class, computer interactive simulations like Physics Education Technology and Real-time Physics, and demonstrations. Traditional lecture method was used to teach students in the control group. Pretest and post-test were designed on electricity and magnetism (E&M) and administered to the groups. The data were analyzed to determine the influence of the treatment on the groups’ understanding and application of E&M concepts. The major finding was that students taught using the interactive engagement method had a higher mean score on understanding and application of E&M concepts than students taught using traditional lecture method. The effect size and Hake’s factor also show that students in the interactive approach group did better than those taught using traditional method. We propose some recommendations to science educators and stakeholders in education for improvement of teaching and learning of electricity and magnetism.

Jingzhong ZHANG, Fei MENG, Yang SUN et al.

A dual-layer robust optimization control method based on the droop principle of reactive power and voltage is proposed for renewable energy in distribution networks, considering active power uncertainties. First, in the reference-point optimization layer, the typical control quantities that affect the reactive power distribution in the power system are optimized with the objective of minimizing the overall cost over the multi-period, such as the static reactive power compensation devices, the coordinated control instructions of voltage regulating transformers, and the reactive power and port voltage reference values for renewable energy. Secondly, in the slope optimization layer, based on the column-and-constraint generation (C&CG) algorithm framework, the main problem model of slope instruction optimization and the sub-problem model of extreme scenarios set filtering are established. The results demonstrate that the proposed optimization control method can not only effectively adapt to the random fluctuations of renewable energy generation output but also maximize the utilization of reactive power capacity of grid-connected converters. It can optimize the system network losses and the operational cost of voltage regulation devices and enhance the operation reliability of power systems.