Learning about the force of gravity: findings from a survey researchMovre Šapić, I; Vidak, A; Mešić, V; Dekanić, K
doi: 10.1088/1742-6596/2415/1/012010pmid: N/A
In recent years of social distance due to the pandemic, augmented reality (AR) with its ability to overlay real phenomena with digital content has become even more attractive for making physics experiments accessible to every student. Therefore, we have recently developed an AR application for Android mobile devices that allows users to study how the gravitational force between two spherical bodies depends on their masses and their mutual distance. The purpose of this study is to investigate students' experience of using this application. To that end, 85 undergraduate students from the University of Zagreb were asked to use our AR application for completing a task related to the concept of gravity. Thereafter, they were administered five open-ended and 30 close-ended questions from three different questionnaires: System Usability Scale (SUS), User Experience (UX), and Handheld Augmented Reality Usability Scale (HARUS). Analysis of students’ responses revealed that students perceived the application as easy to use, consistent, self-explanatory, and enjoyable. Valuable feedback was provided on possible improvements to the application.
Control of odd and even harmonic generation by bichromatic elliptically polarized fieldsŠišić, Majra; Habibović, Dino; Milošević, Dejan B.
doi: 10.1088/1742-6596/2415/1/012004pmid: N/A
Using the CO molecule as target, we investigate high-order harmonic generation by a bichromatic elliptically polarized laser field. This field consists of two elliptically polarized components with the commensurable frequencies and mutually orthogonal semi-major axes. Both odd and even harmonics are emitted and their ellipticity can be large depending on the values of the laser-field parameters. It is often the case that the ellipticity of subsequent odd and even harmonics is substantially different so that, in order to produce a series of high-order harmonics with similar ellipticity, it is beneficial if the emission of odd or even harmonics is suppressed. In this paper we explore how this can be achieved using the ellipticity of the laser-field components and the relative phase as control parameters. For some values of these parameters it is possible to produce a comb of odd or even harmonics with similar ellipticity. These harmonics can later be employed for various applications the example of which is the generation of an elliptically polarized attosecond pulse train.
Peer Review Statementdoi: 10.1088/1742-6596/2415/1/011002pmid: N/A
All papers published in this volume have been reviewed through processes administered by the Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing Publishing.• Type of peer review: Single Anonymous• Conference submission management system: Morressier• Number of submissions received: 13• Number of submissions sent for review: 13• Number of submissions accepted: 11• Acceptance Rate (Submissions Accepted / Submissions Received × 100): 84.6• Average number of reviews per paper: 1• Total number of reviewers involved: 4• Contact person for queries:• Name: Dino Habibovic• Email: [email protected]• Affiliation: University of Sarajevo
Effects of technologically-rich physics homework: findings from an experimental studySimić, B; Halilović, A; Mešić, V
doi: 10.1088/1742-6596/2415/1/012009pmid: N/A
Students’ learning outcomes in physics are significantly affected by the quality of outside-of-classroom learning experiences. A rich source of these experiences may be the physics homework. In this study, the effects of technologically-rich physics homework were evaluated. To that end a pretest-posttest experimental design has been used. 67 first-year students from the First Bosniak Gymnasium were randomly assigned to one of the three homework approaches. In the control group students received conventional homework about work and energy. Within the simulation-based approach students were expected to interact with simulations to investigate work and energy phenomena, whereas in the video-based approach students learned by analyzing a video in which the teacher interacted with the same simulations as mentioned above. Based on analysis of covariance we could find that the between-group differences on the conceptual posttest were not statistically significant, F(2, 47)=0.59, p=0.56. At the same time, students who learned by interacting with simulations expressed significantly more positive attitudes towards homework, compared to students from the video-based group (mean difference=1.88, p=0.038), as well as compared to students from the conventional group (mean difference=2.02, p=0.03). Simulation-based physics homework may be a powerful tool for helping the students to reach important affective learning outcomes.
Augmented reality in teaching about physics: first findings from a systematic reviewVidak, A; Movre Šapić, I; Mešić, V
doi: 10.1088/1742-6596/2415/1/012008pmid: N/A
Augmented reality (AR) makes it possible to overlay digital content onto our view of real-world phenomena. This potentially facilitates learning of physics by visualizing connections between concrete physics phenomena and abstract physics formalism. Here we present a part of our systematic review of earlier research on the use of augmented reality (AR) in school and university teaching physics topics. Our systematic review includes 60 articles published between 2012 and 2020, indexed in the Scopus and Eric databases. We analyzed the technological properties of AR for different content areas of physics as well as various methodological aspects of earlier AR research in physics education (e.g., educational level of participants, sample size, and research design). It has been shown that AR becomes increasingly popular in the physics education research community.
Nonlinear Force Affecting Stock Market VolatilityRajilić, Zoran; Gak, Dragana Malivuk; Škrgić, Enes
doi: 10.1088/1742-6596/2415/1/012003pmid: N/A
We transform stock price time series to the time dependent force parameters using Newton’s second law (a kind of the information filtering). The force acts on a point in the space of data. One of ten force parameters, if its value in a short time interval is extremely large, announces increasing of the time series uncertainty. This delayed effect of the nonlinear force we interpret as sensitivity to initial conditions, for chaos combined with stochasticity, considering the time series generated by nonlinear differential equations with fluctuating function included. Our aim is to improve understanding and rough prediction of processes in complex systems.
Optimizing microhardness testing of metallic glassesĐulbegović, Alem Ben; Bilić, Krešimir; Fetić, Amra Salčinović
doi: 10.1088/1742-6596/2415/1/012005pmid: N/A
There are common protocols and standards for measuring the microhardness of materials. However, measuring this property requires special attention when the materials are tens of microns thick. In this paper, we present the results of measuring the Vickers microhardness of three samples of metallic glasses of significantly different thicknesses. We varied the force and the loading time. In addition, we investigated the influence of mechanical surface treatment on microhardness results. By analyzing the results, we determined the optimal conditions for measuring the microhardness of samples of this geometry.
Expression of expanded uncertainty in accreditation scope regarding ILAC P14Kafedžić-Briga, Armina; Džaferović-Mašić, Emina; Mutapčić, Nedžadeta
doi: 10.1088/1742-6596/2415/1/012002pmid: N/A
We discuss the scope of accreditation presentation in certificates and annexes issued by NABs for calibration laboratories (accredited in accordance with ISO/IEC 17025 [1]) in accordance with ILAC P14:2020 [2], with specific requirements stated in clause 4.3 for expression of measurement uncertainty (expanded uncertainty) regarding the unit. Due to the close link between accreditation, metrology, and standardization, we consult BIPM documents [3] and discuss the practice in metrological institutes when it comes to expressions of expanded uncertainty in order to give another view and arguments on ILAC P14:2020 requirement for expanded uncertainty to be expressed only in terms of measurand's unit. We present our case for the quantity of temperature, in addition to some other physical quantities with similar cases as temperature.
Electrical resistance through the metallic granular packingsDujak, D; Đekić, M; Ćubela, D
doi: 10.1088/1742-6596/2415/1/012007pmid: N/A
The resistance drop with time in metallic granular materials has been the subject of research since the 19th century, but it is still not fully clarified. The wider application of granular materials in the industry has contributed to the increased interest in this phenomenon. The key parameters that are mainly examined are as follows: the influence of different packings, dimensions, and shapes of the granules, as well as the influence of the pressure, exerted on them. However, there is a limited number of papers that examine the temporal evolution of the resistance in these materials. In this report, we investigate how different packings of two-dimensional stainless steel beads (inox) as well as different currents injected into them affect the temporal evolution of resistance. We also examine the effect of the breaks in the current flow for the current varied between 0.2 and 8 mA for both inox beads as well as low-carbon steel cylinders. The results show the drop of resistance over time for all current values, which is more pronounced in earlier stages of the time evolution. Interruptions in current flow cause an immediate decrease of resistance in both materials.
Teaching physics for high-school students through real-life questions and situationsKujović, Velida; Džaferović-Mašić, Emina; Popara, Merjem Ustamujić
doi: 10.1088/1742-6596/2415/1/012011pmid: N/A
We present different approach in teaching physics for high-school students for various branches of physics, such as thermodynamics, electromagnetism, etc. When we use term “different”, we want to offer complementary approach to the traditional one. This approach involves bringing everyday situations [1], such as drinking tea in a desert, making coffee, etc., to the physics classroom context without theoretical teaching with formulae, laws, and definitions in the beginning or opening of the class. The idea is to develop logical concepts to prepare students for theoretical teaching and introduce formulae to them in order to have a complete frame of specific physical phenomena. Some classes include practical demonstrations [2] where students immerse in discussion and spontaneously involve in growing logical concepts needed for better adoption of definitions, laws, and formulae [3].