Schrödinger: Journal of Physics Education

Strong Equivalence Principle: Violations without Failure a PPN Classroom Framework with a Brans–Dicke Counterexample

Michael Aaron Cody — 2025-12-06

Purpose of the study: The study aims to clarify that the Strong Equivalence Principle (SEP) is sufficient but not necessary for reproducing classical solar-system tests of gravity. The framework targets persistent student misconceptions, offering instructors a concise way to separate principles from observations.

Methodology: The analysis applies the standard parametrized post-Newtonian (PPN) formalism focusing on parameters γ and β. Worked examples from Brans–Dicke theory illustrate explicit predictions when γ ≠ 1. A concise three-stage instructional sequence, introducing γ and β, analyzing the Brans–Dicke counterexample, and interpreting the resulting parameter-space diagram, serves as the pedagogical intervention guiding students in distinguishing sufficiency from necessity within gravitational theory.

Main Findings: Results confirm that SEP enforces γ=β=1, while experimental constraints allow small deviations. Brans–Dicke theory with finite coupling demonstrates that SEP violations can still pass key solar-system tests: light deflection, Shapiro delay, and perihelion advance. Classroom diagrams and exercises show students how alternative theories succeed observationally, even when SEP is not strictly satisfied, thereby correcting misconceptions.

Novelty/Originality of this study: The study reframes established theoretical results into a compact pedagogical tool. Unlike prior treatments that present SEP as both sufficient and necessary, this approach emphasizes the logical distinction and demonstrates it with concrete counterexamples. Its originality lies in providing classroom-ready illustrations and tasks, equipping instructors to teach SEP more accurately and address misconceptions effectively.

Pathway to Higher Order Thinking with Learning by Design Pedagogy

Mansi Dhingra — 2025-12-15

Purpose of the study: This research article talks about the Learning by Designing (LbD) pedagogy where students get engaged in small tasks which are hands-on, timed and in class. With evolution of Artificial intelligence (AI) in the teaching learning process it is important to develop strategies where students develop higher order thinking with unique projects and reduce temptations to rely on AI.

Methodology: Fifteen students engaged in a three-day design-based activity to monitor solar panel performance using temperature, light, and current sensors connected to an Arduino microcontroller. Unlike traditional demonstrations, this hands-on design task emphasized critical thinking, collaboration, and reflection. The Arduino controls all these sensors and allows quantifying the readings for aforementioned parameters, which can be displayed on a computer screen and finally stored.

Main Findings: This experiment is done by a group of students and their learning experiences are discussed. A mixed-methods approach was used: technical data analysis complemented by qualitative reflection and questionnaires assessing cognitive development. Findings indicate measurable improvement in analytical reasoning (87% of students), practical problem-solving (80%), and creativity through iterative prototyping.

Novelty/Originality of this study: This study proposes a Learning by Design framework integrating Arduino–IoT experiments in solar energy optimization to explore how such activities promote higher-order thinking, problem-solving, and academic authenticity in an AI-rich educational landscape. While many studies emphasize technical success, few have examined how such IoT-integrated, design-based experiments enhance cognitive and metacognitive growth.

AI-Powered Tutors as a Catalyst for Conceptual Understanding in Einsteinian Physics Education

Konstantinos Kotsis — 2025-12-15

Purpose of the study: The objective of this study is to investigate the role of AI-powered tutors in assisting students to rectify Newtonian misconceptions and attain a conceptual comprehension of Einsteinian physics concepts, including spacetime curvature, time dilation, and gravity as geometry.

Methodology: A conceptual and narrative literature review was performed utilizing databases such as Scopus, Web of Science, ERIC, SpringerLink, and Google Scholar. The utilized tools and frameworks encompass conceptual change theory, constructivism, cognitive load theory, Bayesian Knowledge Tracing, reinforcement learning, virtual simulations, and natural language processing.

Main Findings: AI-driven tutors proficiently identify misconceptions, deliver tailored feedback, and present multimodal simulations of relativistic phenomena. They augment conceptual comprehension, diminish cognitive load, elevate student engagement and motivation, and facilitate inquiry-based learning. Recently researches indicates enhanced conceptual precision and acceptance of Einsteinian models when artificial intelligence is incorporated with guided instruction.

Novelty/Originality of this study: This study integrates artificial intelligence technologies with conceptual change theory and Einsteinian physics education to propose a systematic pedagogical framework. It enhances understanding by demonstrating how AI operates as a cognitive collaborator, improving conceptual restructuring, metacognition, and accessibility to contemporary physics instead of supplanting educators.

Measuring CD Pit Spacing with a Laser: Applying Fundamental Physics Principles and the Diffraction Grating Method

Muhammad Risyad Naufal — 2025-12-17

Purpose of the study: This study aimed to measure the distance between data pits on a Compact Disc (CD) by utilizing its reflective surface as a diffraction grating. When a laser beam strikes the CD, the alternating pits and lands create a diffraction pattern of bright and dark fringes. The pit spacing can then be determined from this pattern and compared with literature values.

Methodology: A red laser was used as the light source, and the resulting diffraction pattern was analyzed using simple Python code based on the diffraction principle. This approach provides an efficient and low-cost method to perform quantitative analysis using readily available tools.

Main Findings: The measured distance between pits on the Compact Disc was 1.607 ± 0.017 µm, with an accuracy error of 0.004%. The results closely matched reported literature values, though slight deviations may have arisen from parallax errors, the difficulty of identifying the laser’s exact reflection point, or ruler precision. From these results, it can be seen that a simple basic physics experiment can easily performed by students because the equipment and procedures are simple yet still produce good results.

Novelty/Originality of this study: This work demonstrates that meaningful physics experiments can be conducted with everyday materials and simple instruments, offering a time- and cost-efficient way to explore fundamental concepts such as diffraction. The study highlights the potential of using familiar objects like compact discs to make physics learning more engaging and accessible for students and young researchers.

Students' Lexical Difficulties in Classical Mechanics and Modern Physics Vocabulary: A Survey Analysis

Athfatullaila Falakh — 2025-12-24

Purpose of the study: The aim of this study is to map undergraduate students’ physics vocabulary needs in classical mechanics and modern physics by identifying their levels of familiarity, frequency of use, and perceived difficulty of scientific terms across different physics domains.

Methodology: This study employed a descriptive quantitative survey method. The instrument was a researcher-developed structured questionnaire containing physics vocabulary items, validated by expert review. Data were collected online using Google Forms. Responses were measured with a three-point Likert scale and analyzed descriptively using Microsoft Excel software.

Main Findings: The results show that students demonstrate high vocabulary recognition in classical mechanics and energy-related terms. Moderate recognition appears in laboratory and academic vocabulary. Low recognition is found in thermodynamics and modern physics terms, especially abstract and theoretical concepts. Overall vocabulary familiarity decreases as conceptual abstraction increases across physics domains.

Novelty/Originality of this study: This study introduces a systematic, domain-based mapping of physics vocabulary by integrating familiarity, frequency of use, and perceived difficulty across multiple physics fields. It advances existing research by providing comparative evidence between classical mechanics and modern physics, offering empirical insights that support targeted vocabulary instruction in higher education physics learning.

Surveying the Obstacles to Effective English Communication in Physics Tutorials

Rhea Khairiah — 2025-12-28

Purpose of the study: This study aims to describe how English is used to support communication during physics tutorial activities and to analyze the linguistic, psychological, and environmental factors that hinder effective communication among students during English-medium physics tutorials.

Methodology: This study used a descriptive survey design involving 50 physics students. Data were collected through a 50-item Likert-scale questionnaire developed based on theoretical frameworks in language learning and science education. All responses were processed using descriptive statistical techniques in Microsoft Excel to identify dominant linguistic, psychological, and environmental communication barriers.

Main Findings: The results of the study show that psychological barriers, especially anxiety when speaking, fear of making mistakes, and lack of confidence, are the biggest obstacles in the communication process. In addition, there are also linguistic challenges, such as limited technical vocabulary and difficulty in accurately formulating scientific expressions. Environmental factors, including the speed of delivery and lack of language support, further exacerbate these communication difficulties.

Novelty/Originality of this study: This study conducts an in-depth analysis of communication barriers in physics tutorial activities, a context that has been previously under-discussed in the literature. By integrating linguistic, psychological, and environmental perspectives, this study presents new empirical findings that can enrich more inclusive pedagogical practices and support the development of science learning strategies that use English as the medium.