Open-inquiry opens Doors to intriguing optics experiments at home: A case study

[This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] This manuscript presents a case study of an introductory physics student who, during the remote learning conditions imposed during the COVID-19 pandemic, found inspiration within a new, openinquiry, project-based, laboratory curriculum designed at Portland State University. The phenomenon investigated by the study subject was intriguing to both the student and the lab instructors for its unfamiliar and instructive optical effect: a ring-shaped pattern or halo created by a laser diffusely reflected in a shallow body of water. Drawing on classwork and interview responses, this study shows that the subject achieved many expected curriculum outcomes, particularly with respect to experimental design and data analysis tasks, indicating that the course’s open-inquiry structure can be effective while offering students a free choice of what to investigate in a laboratory class. Additionally, the case study shows that the halo phenomenon is pedagogically rich as it combines refraction, diffuse reflection, and total internal reflection in a nontrivial way, thereby answering calls by physics education researchers for more complex, realistic examples in geometric optics instruction. Finally, this case also highlights challenges students may experience interpreting diffuse reflection and determining the position of optical features beyond image formation, not commonly a focus of introductory physics courses, textbooks, and education research

Teaching Diffuse, Specular, and Total Internal Reflection via a Halo Effect

Interesting and pedagogically useful physics can be found in the halo produced by a laser pointer directed into a shallow body of water. We describe a simple model for this phenomenon using geometric optics and support this model with empirical evidence. We also discuss and verify extensions to this model that explain variations in the visual pattern. These variants include a double halo pattern and a disk of dim light that can be produced with minor modifications of the single halo configuration. Although the level of complexity differs, all of these models rely on the same ray optics, specifically refraction and diffuse, specular, and total internal refection. We discuss several scenarios for integrating halo effects into undergraduate physics instruction. This phenomenon offers instructors a realistic application of many introductory optics concepts packed into single effect that is practical and appropriate for multiple teaching environments

Remote sensing of lunar aureole with a sky camera: Adding information in the nocturnal retrieval of aerosol properties with GRASP code

The use of sky cameras for nocturnal aerosol characterization is discussed in this study. Two sky cameras are configured to take High Dynamic Range (HDR) images at Granada and Valladolid (Spain). Some properties of the cameras, like effective wavelengths, sky coordinates of each pixel and pixel sensitivity, are characterized. After that, normalized camera radiances at lunar almucantar points (up to 20° in azimuth from the Moon) are obtained at three effective wavelengths from the HDR images. These normalized radiances are compared in different case studies to simulations fed with AERONET aerosol information, giving satisfactory results. The obtained uncertainty of normalized camera radiances is around 10% at 533 nm and 608 nm and 14% for 469 nm. Normalized camera radiances and six spectral aerosol optical depth values (obtained from lunar photometry) are used as input in GRASP code (Generalized Retrieval of Aerosol and Surface Properties) to retrieve aerosol properties for a dust episode over Valladolid. The retrieved aerosol properties (refractive indices, fraction of spherical particles and size distribution parameters) are in agreement with the nearest diurnal AERONET products. The calculated GRASP retrieval at night time shows an increase in coarse mode concentration along the night, while fine mode properties remained constant.This work was supported by the Andalusia Regional Government (project P12-RNM-2409) and by the “Consejería de Educación, Junta de Castilla y León” (project VA100U14).Spanish Ministry of Economy and Competitiveness and FEDER funds under the projects CGL2013-45410-R, CMT2015-66742-R, CGL2016-81092-R.“Juan de la Cierva-Formación” program (FJCI-2014-22052).European Union's Horizon 2020 research and innovation programme through project ACTRIS-2 (grant agreement No 654109)

Resources for sports engineering education

This paper serves as a resource guide for Sports Engineering educators. The paper covers key topics in Sports Engineering, including ball impact, friction, safety and materials. A variety of resource types are presented to reflect modern methods of learning and searching for information, including textbooks, research and review papers, websites and videos. The field could benefit from more resources specifically designated for teaching Sports Engineering, particularly textbooks

Using a Local Positioning System to Track 2D Motion

Tracking the motion of an object in 2D as a demonstration in a physics classroom or as a laboratory activity is difficult to accomplish in real time with traditional equipment used by educators. A local positioning system (LPS), like the Pozyx Creator series LPS,1 has a potentially wide range of educational applications for introductory physics courses. In a previous article2 we reported using this product to track one-dimensional motion, pressure, rotation, and magnetic field data, but here we discuss how such systems can provide location information (to within approximately ±10 cm) in one, two, and potentially three dimensions both indoors and outdoors

Data From: Comparative Modeling of Free Fall and Drag-Enhanced Motion in the Classical Physics Drop Experiment

A new series of introductory physics experiments for teaching the kinematics and dynamics of falling bodies is presented. These learning activities are enabled by newly available position-tracking technology that allows for the direct acquisition of coordinate data from moving objects. Students are led through an iterative inquiry process that explores both free fall and drag- enhanced physical models, for different velocity regimes, emphasizing a comparative modeling approach to science. Learners discover how the experimental design, including the properties of the dropped objects, the dropping distance, and the uncertainty of the measuring device, impacts the ability to explore the validity of physical models with or without drag

Comparative Modeling of Free Fall and Drag-Enhanced Motion in the Classical Physics Drop Experiment

A new series of introductory physics experiments for teaching the kinematics and dynamics of falling bodies is presented. These learning activities are enabled by newly available position-tracking technology that allows for the direct acquisition of coordinate data from moving objects. Students are led through an iterative inquiry process that explores both free fall and drag-enhanced physical models, for different velocity regimes, emphasizing a comparative modeling approach to science. Learners discover how the experimental design, including the properties of the dropped objects, the dropping distance, and the uncertainty of the measuring device, impacts the ability to explore the validity of physical models with or without drag