Schrödinger: Journal of Physics Education

Time-period Measurements of Reversible Pendulum Using Arduino

Adya Wadhwa, Manmohan Singh, Kuldeep Kumar, Ajay Wadhwa — Fri, 05 Sep 2025 00:00:00 +0700

Purpose of the study: The purpose of this study is to improve the Kater’s reversible pendulum experiment by integrating an Arduino microcontroller and infrared sensor to obtain more accurate, reliable, and automated measurements of oscillation periods for determining the acceleration due to gravity.

Methodology: The methodology used in this study includes Kater’s reversible pendulum, Arduino Uno microcontroller (Arduino, Italy), infrared (IR) sensor, digital stopwatch (Casio HS-3V-1R), personal computer with Arduino IDE software, data recording using Microsoft Excel, and review of related literature and student feedback survey.

Main Findings: The main findings of this study show that the modified Kater’s reversible pendulum integrated with Arduino Uno and an infrared sensor successfully automated oscillation measurements, minimized human error, and improved timing accuracy. The system produced a reliable value of gravitational acceleration, g = 9.85 m/s², confirming high precision and effectiveness of the experimental setup.

Novelty/Originality of this study: The novelty of this study lies in modifying the traditional Kater’s reversible pendulum by integrating an Arduino Uno and infrared sensor for automated oscillation measurement. This innovation advances existing methods by reducing human error, improving precision, and providing students with exposure to modern microcontroller applications, thereby enhancing both experimental accuracy and educational value.

Reimagining Physics Education for the 21st Century: A Socio‑Technical Perspective on Curriculum Reform and Industrial Relevance

Bhupendra Mor — Sun, 07 Sep 2025 14:07:12 +0700

Purpose of the study: This study aims to design, implement, and evaluate a holistic, modular physics curriculum to address the mismatch between traditional physics education and modern socio-technical demands. The framework integrates foundational rigor with industrial relevance, interdisciplinary agility, and mandatory experiential learning to produce innovation-ready, ethically responsible graduates.

Methodology: A longitudinal, single-group, pre-test/post-test quasi-experimental design was used over 12 months with 85 undergraduates. Grounded in Socio-Technical Systems theory, this mixed-methods study used the Purdue Visualization of Rotations Test, industry co-developed surveys, the CATME tool, and an adapted PLIC instrument. Data analysis was conducted using SPSS version 28.

Main Findings: The framework yielded significant gains (p < 0.01). Students showed a 22% improvement in spatial reasoning and a 35% increase in industry-aligned competence. Core course failure rates dropped by 50%. Employers reported a 28% reduction in onboarding time. Capstone projects resulted in nine patent-pending prototypes. Ethical-decision scores and interdisciplinary collaboration indices increased by 18% and 25%, respectively.

Novelty/Originality of this study: This study is the first to operationalize Socio-Technical Systems theory into a coherent physics curriculum. It uniquely integrates modular stackable micro-credentials, compulsory industry immersion, AR-enabled laboratories, and ethics-driven design challenges within a single framework, providing an actionable, evidence-based roadmap for creating future-ready physicists.

3D-Printed Projectile Demonstrator and Its Implications on Students’ Conceptual Understanding and Attitudes toward Physics

Marienne Sophia C. Cabal, Rey-Mark G. Basagre — Thu, 11 Sep 2025 12:20:06 +0700

Purpose of the study: This study aimed to develop, evaluate, and implement a 3D-printed Projectile Demonstrator (3D-PPD) as an instructional tool for projectile motion, and analyze its implications on students’ conceptual understanding of projectile motion (CUPM) and attitudes toward physics (ATP).

Methodology: The study employed a developmental and quasi-experimental research design. The 3D-PPD was designed using AutoCAD for 3D modeling and printed using a Bambu Lab X1 Carbon with AMS multicolor 3D printer. Research tools included survey and test questionnaires, an evaluation rating sheet, and a weekly learning plan. Statistical tests such as inferential statistics were performed using Jamovi software.

Main Findings: The 3D-PPD received “very satisfactory” ratings in design (M = 3.62, SD = 0.27), instructional quality (M = 3.53, SD = 0.36), and cost-benefit (M = 3.40, SD = 0.38). It significantly improved students’ CUPM (p < 0.05, d = 0.90) but showed no significant improvement in ATP (p = 0.294, d = 0.43). Furthermore, the correlation analysis between CUPM and ATP after exposure to the 3D-PPD yielded a p-value of 0.818, indicating a statistically insignificant relationship.

Novelty/Originality of this study: This study pioneers the development of an instructional tool through 3D printing, recognizing how modern fabrication technologies can concretize abstract physics concepts and offer scalable solutions to instructional material gaps in physics education. It also offers a significant insight into distinct students’ learning dimensions which emphasizes the need for contextualized support to inform future instructional design and research.

Generative AI Scaffolding in Physics Education: A Phenomenological Analysis of Its Role and Implications in STEM Learning

Edwin M. Torralba — Fri, 12 Sep 2025 16:13:31 +0700

Purpose of the study: This study investigates how generative AI tools—especially video generation—scaffold high school students’ understanding of Newtonian mechanics, focusing on female learners in a STEM Honors Physics class. It explores how these tools impact conceptual mastery, critical thinking, creativity, and students’ perceptions of AI use in education.

Methodology: Using a phenomenological qualitative design, the study involved 17 female students. It followed a three-phase structure—preparatory, scaffolding, and post-discourse—with tools like AI-generated videos, simulations, TAM-based surveys, and reflective journals, grounded in Constructivist Learning Theory and the Technology Acceptance Model.

Main Findings: AI-enhanced visualizations improved students’ conceptual understanding and learning efficiency. Students gained critical thinking through prompt refinement and creativity. Ethical concerns and AI accuracy issues were noted. Overall, students showed moderate satisfaction, ease of use, and usefulness perceptions, but cautious intentions toward future AI use.

Novelty/Originality of this study: This is among the first studies to apply generative AI hypermedia in high school physics education through a structured, theory-driven framework. It uniquely highlights gender-specific engagement, ethical considerations, and practical integration of AI in fostering deeper conceptual and creative STEM learning.

Blended Learning Integration in Physics: Advancing Critical Thinking Skills on Optical Instrument Concepts

Yesma Aini, Wafiqoh Zakiah — Sun, 14 Sep 2025 15:49:57 +0700

Purpose of the study: This study aims to determine the effect of the blended learning model on students' critical thinking skills on the concept of optical instruments.

Methodology: The research sample was obtained through purposive sampling, consisting of class XI IPA 1 (experimental) and class XI IPA 2 (control), with 29 students in each class, for a total of 58 students. This study employed a quasi-experimental method with a nonequivalent control group design. The instrument was an essay test consisting of 10 items based on Robert H. Ennis’s critical thinking indicators. Data were analyzed using parametric tests (t-test) with the assistance of the SPSS program.

Main Findings: The paired samples t-test at α = 0.05 yielded a Sig. (2-tailed) value of 0.001, indicating that H₀ was rejected and H₁accepted. This confirms a significant difference in students’ critical thinking skills between the experimental and control classes. The blended learning model enhanced students’ performance, with the experimental class achieving a higher N-gain (0.63, medium) than the control class (0.33, medium). Nonetheless, improvement remained modest in the indicator of answering clarification questions (N-gain = 0.43).

Novelty/Originality of this study: This study highlights the originality of integrating a blended learning model supported by Google Classroom to improve students’ critical thinking skills in physics, specifically on optical instruments. The novelty lies in combining digital learning platforms with classroom instruction, demonstrating not only improved learning outcomes but also fostering students’ independence and active engagement, thus extending existing knowledge in blended physics education.