اشترك بالحزمة الذهبية واحصل على وصول غير محدود شمرا أكاديميا
تسجيل مستخدم جديدEvaluation of inverse integral transforms for undergraduate physics students
187
0
0.0
(
0
)
اسأل ChatGPT حول البحث
ﻻ يوجد ملخص باللغة العربية
We provide a simple approach for the evaluation of inverse integral transforms that does not require any knowledge of complex analysis. The central idea behind the method is to reduce the inverse transform to the solution of an ordinary differential equation. We illustrate the utility of the approach by providing examples of the evaluation of transforms, without the use of tables. We also demonstrate how the method may be used to obtain a general representation of a function in the form of a series involving the Dirac-delta distribution and its derivatives, which has applications in quantum mechanics, semi-classical, and nuclear physics.
قيم البحث
اقرأ أيضاً
The method of integral transforms is reviewed. In the framework of this method reaction observables are obtained with the bound--state calculation techniques. New developments are reported.
Commercial video games are increasingly using sophisticated physics simulations to create a more immersive experience for players. This also makes them a powerful tool for engaging students in learning physics. We provide some examples to show how co
mmercial off-the-shelf games can be used to teach specific topics in introductory undergraduate physics. The examples are selected from a course taught predominantly through the medium of commercial video games.
The classic brachistrochrone problem is standard material in intermediate mechanics. Many variations exist including some accessible to introductory students. While a quantitative solution isnt feasible in introductory classes, qualitative discussion
s can be very beneficial since kinematics, Newtons Laws, energy conservation and motion along curved trajectories all play a role. In this work, we describe an activity focusing on a qualitative understanding of the brachistochrone and examine the performance of freshmen, juniors and graduate students. The activity can be downloaded at https://w3.physics.arizona.edu/undergrad/teaching-resources .
Students face diverse pathways as they journey through undergraduate study. The analysis of student course records can untangle common patterns in course progression, and identify group trends in student outcomes. The current work examines the relati
onship between gender and undergraduate physics study, using course records from over nine thousand students who enrolled in physics at the University of Auckland, spanning a six year period. Physics students demographic and course records were analyzed to find out whether there were gender differences in subject selection, course performance, and confidence. Subsequent to taking a first year physics course, female students were more likely to take further courses in life science subjects, while male students were more likely to take physical science subjects. In first year courses, gender differences were not present among highly academically prepared students, for whom school type (single-sex or coeducational) was a better predictor of course outcome. However, of those students who were less academically prepared in their first year, male students tended to outperform female students. Female students were also more likely to take an introductory physics course before an advancing course, compared to male students, after controlling for academic preparation. Science capital, a concept related to Pierre Bourdieus notions of capital and habitus, was employed as an interpretive research framework. Habitus, the system of dispositions one uses to interpret the world, is largely influenced by the socio-cultural context in which an individual builds their identity. The following study explains how an interaction between science capital and an individuals habitus may lead to gender disparities in student outcomes in the field of physics.
As part of a larger research project into massively open online courses (MOOCs), we have investigated student background, as well as student participation in a physics MOOC with a laboratory component. Students completed a demographic survey and the
Force and Motion Conceptual Evaluation at the beginning of the course. While the course is still actively running, we have tracked student participation over the first five weeks of the eleven-week course.
سجل دخول لتتمكن من نشر تعليقات
التعليقات
جاري جلب التعليقات
سجل دخول لتتمكن من متابعة معايير البحث التي قمت باختيارها
