Fundamental Physics and Physics Education Research

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Preface International Frontiers of Fundamental Physics Symposium Series (Fifteenth in the Series, Orihuela) Contents Part I: Fundamental Physics Chapter 1: Symmetries in the Standard Model 1.1 Symmetry as Guiding Principle for Particles and Interactions 1.2 Quarks and Strong Interactions 1.3 Chirality and Electroweak Interaction 1.3.1 GIM Mechanism: Need of Charm 1.3.2 CP Violation 1.3.3 Top Quark physics 1.3.4 Time Reversal 1.3.5 Gauge Anomalies: Quark-Lepton Symmetry 1.4 The Brout-Englert-Higgs Mechanism 1.5 Conclusions and Outlook References Chapter 2: Going Beyond the Standard Model References Chapter 3: Using ``Enhanced Quantization´´ to Bound the Cosmological Constant, (for a Bound-on Graviton Mass), by Comparing Tw... 3.1 Basic Idea, Can Two First Integrals Give Equivalent Information? This Is Due to the First Reference 3.1.1 This Is Our Argument for the GR First Integral: From Beckwith (2018) 3.2 Next from Klauder Details Which Are Used to Give More Q.M. Structure 3.3 Filling in the Details of the Above Using Details from Klauder (2015) with Explanations 3.4 Why This Is Linked to Gravity/Massive Gravitons 3.5 Reviewing Multiverse Generalization of the CCC of Penrose, and How This Relates to Beckwith´s (2018) Conclusions 3.6 Why This Is Linked to Gravity/Massive Gravitons, and Possibly Early Universe Entropy 3.7 Can This Tie in with Early Universe e Folds? That Is, from Chongchitnan (n.d.) e Folds Are Between 55 and 60 3.8 Conclusion, Does Our Bound as to the Graviton Mass, and Its Input Variables Due to Klauder Enhanced Quantization Argue in ... Appendix A: Infinite Quantum Statistics as Given by Jack Ng Appendix B: Micro Black Hole, at the Start of the Universe and Their Contribution to Early Universe GW Generation Via an Entro... References Chapter 4: ``Equat Causa Effectum´´ 4.1 Introduction 4.2 On the Initial Conditions 4.3 The Hodograph 4.4 The Trajectory 4.5 The Quantum Mechanical Analog 4.6 Summary and Conclusions References Chapter 5: (Non-)Uniqueness of Einstein-Palatini Gravity 5.1 Introduction and Mathematical Notions 5.2 Einstein´s Equations and Variational Principles 5.3 Palatini Solutions of the Einstein-Hilbert Action 5.3.1 Projective Relation Between Solutions 5.3.2 Homothety Property 5.4 Observability and Physical Implications 5.5 Equivalence in Other Theories 5.6 Conclusions References Chapter 6: Ballistic Transport in Nanowires 6.1 Introduction 6.2 Conductance and Transmission 6.3 Discussion References Chapter 7: Gravitation by Condensation 7.1 Introduction 7.2 Entropic Gravity, Condensation, and Dimensional Reduction 7.3 The Part Played by the Mandelbrot Set 7.4 Conclusions References Chapter 8: Dark Matter Anomaly 8.1 Introduction 8.2 Theory 8.3 Alternative to the Dark Matter Paradigm 8.4 Conclusion References Chapter 9: Before the Big Bang 9.1 Introduction 9.2 The Big Bang 9.3 Consequences 9.4 The Inflationary Universe 9.4.1 Spectacular Realization 9.5 Discussion References Part II: Physics Education Research Chapter 10: Innovation of Curriculum and Frontiers of Fundamental Physics in Secondary School: Research-Based Proposals 10.1 Introduction 10.2 The Research Approach in Building Modern Physics Proposals 10.3 The Cross Section Educational Proposal 10.4 A Conceptual Explorative Path to Superconductivity 10.5 Concluding Remarks References Chapter 11: Physics Education Research and the Foundations of Physics: A Case Study from Thermodynamics and Statistical Mechan... 11.1 Introduction 11.2 Entropy and Energy Conservation 11.3 Extensivity, Entropy and Open Systems 11.4 Discussion and Conclusion References Chapter 12: Stem, Inquiry Practices and Technology in Physics Education 12.1 Introduction 12.2 Inquiry Practices in Physics Education 12.3 Technology for Inquiry Practices in Physics Education 12.3.1 An Open Computer Learning Environment 12.3.2 Coach Tool for Data Logging with Sensors 12.3.2.1 Characteristics 12.4 Challenges of Technology in Teaching Physics 12.4.1 Examples of Coach Data-Logging Activities 12.4.1.1 Educational Benefits 12.4.2 Coach Tool for Video Measurement 12.4.2.1 Characteristics 12.4.2.2 Examples of Coach Video-Measurement Activities 12.4.2.3 Educational Benefits 12.4.3 Coach Tool for Dynamical Modelling 12.4.3.1 Characteristics 12.4.3.2 Examples of Coach Modelling Activities 12.4.3.3 Educational Benefits 12.4.4 Data Processing and Analysis in Coach: Generic Components of the Coach Tools 12.4.5 An Example of ICT in a Student Project: A Surprising Result 12.4.5.1 The Student Project with ICT: ``Physics of Bungee Jumping´´ 12.4.5.2 The Surprising Result 12.4.6 Integration of the ICT Tools in Recent Physics Curricula 12.4.7 Conclusions About Technology for Inquiry Practices in Physics Education 12.5 Integration of Technology into Inquiry: Challenges 12.5.1 Integration of ICT into IBSE in Teaching Practice 12.5.1.1 ICT and IBSE in Teaching Practice 12.5.2 Integration of ICT in IBSE: Challenges to Pupils 12.5.3 Integration of ICT in IBSE: Challenges to Teachers 12.5.3.1 Inquiry Teaching Versus Prescriptive Instruction with ICT 12.5.3.2 Limited Preparation Time and Limited Curriculum Time 12.5.4 Conclusions About Challenges of Technology Integration in Inquiry Practices 12.6 Development of a Short and Effective Course for Teachers on Technology in Inquiry-Based Teaching of Physics 12.6.1 Aim and Research Questions 12.6.2 Course Design and Research Design 12.6.2.1 Objectives of the ICT in IBSE Course 12.6.2.2 Pedagogical Principles Underlying the ICT in IBSE Course 12.6.2.3 Evaluation of the ICT in IBSE Course Through Three Case Studies 12.6.3 Findings, Discussion and Conclusions 12.6.4 Reflections on the Findings and Methods References Chapter 13: Designing Teaching Learning Sequences Based on Design-Based Research 13.1 Introduction 13.2 DBR Phases and the TLS Design 13.3 Theoretical Informed Learning Goals of the Sequence 13.4 Testing the Quality of the TLS 13.5 Discussion References Chapter 14: IDIFO6 MQ_P: A Course for In-Service Secondary School Teachers Education on Modern Physics 14.1 Introduction 14.2 The IDIFO6 Project and the MQ_P Course Peculiarities 14.3 Contents and Setting 14.4 Educational Materials 14.5 Data Analysis 14.6 Discussion 14.7 Conclusions References Chapter 15: Freshman Engineering´ Reasoning Strategies When Answering FCI Questions: A Case Study 15.1 Introduction 15.2 Theoretical Framework 15.3 The Research Question 15.4 Methodology and Sample 15.4.1 The Sample 15.4.2 FCI Questionnaire 15.4.3 Data Coding and k-Means Algorithm 15.5 The Results 15.6 Discussion 15.7 Conclusions References Chapter 16: Inquiry-Based Approach and Numerical Simulations: A Powerful Integration in Condensed Matter Physics Education 16.1 State of Art in Condensed Matter Physics Instruction at Undergraduate and Graduate Levels 16.1.1 Inquiry-Based Science Education: IBSE 16.1.2 Active Learning and Numerical Simulations: A Powerful Integration 16.2 Workshop 1: An Experience of Elicited Inquiry Elucidating the Electron Transport in Semiconductor Crystals 16.2.1 Method 16.2.2 Activity Description 16.2.3 Preliminary Phase: Model Validation 16.2.4 Stage 1: Inquiry About the Physical Quantities Affecting the Velocity-Field Characteristic 16.2.5 Stage 2: Investigation of the Role Played by the Effective Mass 16.2.6 Stage 3: Study of the Effects Due to a Change of the Doping Density 16.3 Workshop 2: The Different Features of the Hall Effect 16.3.1 Engagement Phase 16.3.2 Exploration Phase 16.3.3 Explanation Phase 16.3.4 Extension Phase to the Fractional Quantum Hall Effect 16.3.5 Evaluation Phase 16.4 Conclusion References Chapter 17: A View on High School Students´ Knowledge About Nanotechnology 17.1 Introduction 17.2 Experimental Framework 17.2.1 Developing the Analysis Tool 17.2.2 The Questionnaire 17.2.3 Centralizing Responses 17.3 Conclusions References Chapter 18: Student Learning Paths from Exploration of Optical Diffraction with Online Sensors to Formal Interpretative Models 18.1 Introduction 18.2 Theoretical Background and Research Questions 18.3 Instruments and Methods 18.3.1 Conceptual Lab of Operative Exploration (CLOE) on Physical Optics 18.3.2 Context for Research 18.3.3 Monitoring Tutorials/Tools and Methodology of Analysis 18.4 Data from Tutorials 18.5 Outcomes and Conclusion References Chapter 19: Research-Based Path Proposal on Optical Spectroscopy in Secondary School 19.1 Introduction 19.2 The Research Perspective 19.3 The Educational Path 19.4 Conclusions References Chapter 20: A Combination of Historical Physics Documents and Other Teaching Tools for the Instruction of Prospective Teachers... 20.1 Introduction 20.2 The Learning Subjects of This Teaching Method 20.3 Methodology and Tools of Instruction 20.4 The Scheduled Teaching Intervention (Teaching Sequence) in Chaos and Complexity 20.5 Conclusion 20.6 Appendix 20.6.1 Extract from Poincaré 20.6.2 Extract from Lorentz References Historical Physics´ Textbooks (Whose Extracts Have Been Used) Chapter 21: Design, Construction and Use of a Quantitative Spectroscope for Science Dissemination 21.1 Introduction 21.2 Project Description 21.3 Methodology and Materials 21.4 Teaching and Learning Sequence Developed in the Workshop 21.5 Conclusions References Chapter 22: SPETTROGRAFO: A Digital Spectrometer for Educational Lab Activities 22.1 Introduction 22.2 Some Existing Proposals 22.3 The SPETTROGRAFO System 22.3.1 The Hardware Components 22.3.2 The Software Characteristics and Peculiarities 22.4 Examples of Significant Measures 22.4.1 Analysis of Discrete Emissions from Gas-Discharge Lamps in ``Static-Mode´´ 22.4.2 Analysis of Discrete Emissions from Gas-Discharge Lamps in ``Optical Goniometer Mode´´ 22.4.3 Selective Absorption of Colors and Evaluation of Transmissivity Curve 22.5 Conclusions References Chapter 23: Time as Topic Transversal Perspective in Teacher Professional Development Carry Out in the Master in Science Educa... 23.1 Introduction 23.2 The Master: Key Aspects Chosen for Professional Development 23.3 Theoretical Framework 23.4 Interdisciplinary Workshops to Promote Transversal Knowledge 23.5 The Choice of the Topic Time: Projects 23.6 An Educational Project on the Theme of Time: Understand and Measure Time 23.7 Learning Outcomes 23.8 Concluding Remarks References