CyberSec Research

Remarkable advances in quantum information science and technology (QIST) have taken place in recent years. However, they have also been accompanied by widespread misinformation. This paper provides suggestions for how educators can help students at all levels and especially early learners including those at the pre-college and college levels learn key QIST concepts so that they are less likely to be misinformed, e.g., by online unvetted resources. We discuss findings from interviews with five college educators, who are quantum researchers, about their views on countering misinformation in QIST and provide suggestions for how educators can help their students learn QIST concepts so that they do not become misinformed.

This case study used individual interviews to investigate graduate student sense-making in upper-level electrostatics in the context of problems that can be efficiently solved for the electric potential using \v{Laplace}s equation. Although there are many technical mathematical issues involved in solving \v{Laplace}s equation, the focus of this research is not on those issues. Instead, the focus is on structural issues such as whether students recognize when solving \v{Laplace}s equation would be an effective approach to finding the potential and set up the problems correctly, and whether they can draw the electric field lines and equipotential surfaces in a given situation. Although many prior investigations have shed light on student sensemaking in the introductory physics contexts, very few investigations have focused on graduate student sensemaking while solving advanced physics problems. We present the findings of our research which was conducted through the lens of the epistemic game framework proposed by Tuminaro and Redish. We observe different nested epistemic games played by students.

While the numerical value of the speed of light is known with extraordinary precision, its theoretical definition remains a subject of fundamental interest. We show that the definition of mass and velocity of light follow from the conserved quantities of the electromagnetic field. The proposed definition of the speed of light is always bounded from above by the phase velocity and equals it for plane waves. As a consequence, we obtain a generalization of Einstein's mass-energy relation for electromagnetic fields in media: $m = \varepsilon\mu E / c^2$. Hence, irrespective of the light's intensity, the electromagentic field in near-zero-index material is always massless. This approach offers new pedagogical insights into the fundamental nature of light propagation.

Nuclear physics is a very abstract field with little accessibility for wider audiences, and yet it is a field of physics with far reaching implications for everyday life. The Nuclear Beavers demonstration is a hands-on experience that offers an intuitive lens into nuclear structure and decay. We aim to provide a more accessible entry point for students and educators by substituting complex nuclear structures and interactions with tactile building blocks following well-defined rules, thereby opening nuclear physics concepts to the general public.

The complex systems keyword diagram generated by the author in 2010 has been used widely in a variety of educational and outreach purposes, but it definitely needs a major update and reorganization. This short paper reports our recent attempt to update the keyword diagram using information collected from the following multiple sources: (a) collective feedback posted on social media, (b) recent reference books on complex systems and network science, (c) online resources on complex systems, and (d) keyword search hits obtained using OpenAlex, an open-access bibliographic catalogue of scientific publications. The data (a), (b) and (c) were used to incorporate the research community's internal perceptions of the relevant topics, whereas the data (d) was used to obtain more objective measurements of the keywords' relevance and associations from publications made in complex systems science. Results revealed differences and overlaps between public perception and actual usage of keywords in publications on complex systems. Four topical communities were obtained from the keyword association network, although they were highly intertwined with each other. We hope that the resulting network visualization of complex systems keywords provides a more up-to-date, accurate topic map of the field of complex systems as of today.

The persistent underrepresentation of women and gender minorities within the physical sciences remains a significant issue. This study investigates gender dynamics in introductory algebra-based physics laboratories, focusing on participation, task preferences, and comfort levels. Statistical analysis revealed no significant gender difference in overall participation rates during lab activities. However, significant gender-based disparities emerged in both task preference (\(\chi^2 = 9.548,~ p = 0.023\)) and comfort levels (\(\chi^2 = 7.906,~ p = 0.048\)). Male students significantly preferred and felt more comfortable with hands-on equipment handling and data collection, whereas female students more frequently preferred and reported higher comfort with analytical and documentation tasks like note-taking, calculations, and report writing. Qualitative responses highlighted additional challenges reported by some women, including exclusion from group discussions and reluctance to contribute ideas in male-dominated groups. These findings suggest that while overall participation may appear gender-neutral, gendered patterns in task allocation and comfort persist. The results underscore the need for instructional strategies that promote equitable engagement and foster inclusive laboratory environments in physics education.

The horizontal dynamics of a bouncing ball interacting with an irregular surface is investigated and is found to demonstrate behavior analogous to a random walk. Its stochastic character is substantiated by the calculation of a permutation entropy. The probability density function associated with the particle positions evolves to a Gaussian distribution, and the second moment follows a power-law dependence on time, indicative of diffusive behavior. The results emphasize that deterministic systems with complex geometries or nonlinearities can generate behavior that is statistically indistinguishable from random. Several problems are suggested to extend the analysis.

We investigate the tension distribution in systems of mass-less ropes under different loading conditions. For a two-rope system, we demonstrate how the breaking scenario depends on the applied force dynamics: rapid pulling causes the lower rope to break, while gradual pulling leads to upper rope failure. Extending to a three-rope Y-shaped configuration, we identify a critical angle theta_C=60{\deg} that determines which rope breaks first. When the angle between the upper ropes exceeds this critical value, the upper ropes fail before the lower one. We further analyze how an attached mass at the junction point modifies this critical angle and establish maximum mass limits for valid solutions. Our results provide practical insights for introductory physics students understanding static forces and system stabilities.

Oral exams were common historically across academia, though their popularity has recently fallen. Many argue against them as an assessment technique because they are vulnerable to bias and subjectivity, difficult to administer, and impractical in large college classes. I present a method for administering oral examinations in upper-level courses that mitigates some of the disadvantages. This method creates a rigid question structure meant to assess student mastery of material, have a well-defined grading structure to standardize evaluation, and be administered a constrained time limit to reduce workload in larger seminars. I emphasize holistic verbal communication and evaluation that is meant to mirror the talks and interviews that are common throughout a scientist's career.

Extracting information from big data sets, both real and simulated, is a modern hallmark of the physical sciences. In practice, students face barriers to learning ``Big Data'' methods in undergraduate physics and astronomy curricula. As an attempt to alleviate some of these challenges, we present a simple, farm-to-table data analysis pipeline that can collect, process, and plot data from the 800k entries common to the arXiv preprint repository and the bibliographical database inSpireHEP. The pipeline employs contemporary research practices and can be implemented using open-sourced Python libraries common to undergraduate courses on Scientific Computing. To support the use such pipelines in classroom contexts, we make public an example implementation, authored by two undergraduate physics students, that runs on off-the-shelf laptops. For advanced students, we discuss applications of the pipeline, including for online DAQ monitoring and commercialization.

Physics education research has consistently shown that students have higher learning outcomes when enrolled in active learning courses. However, while there is a lot of literature describing the difference between the two extremes of traditional vs. active learning courses, research has also shown that many classrooms actually lie on a spectrum rather than firmly falling into one category or the other. Understanding the pedagogical landscape is important for curricular development and dissemination, as well as targeted professional development efforts. Replicating and expanding on a study done by West et al., we observe graduate student Teaching Assistants (TAs) facilitating introductory physics labs and recitations using the Real-time Instructor Observing Tool (RIOT). We confirm West's finding of large variation between TAs' interactions during recitation sessions, but we also find that TAs facilitating traditional labs display fairly similar interaction profiles to each other. Additionally, we find that both the recitations and lab sessions we studied displayed very different interaction patterns from the CLASP ``Discussion/Labs'' studied by West et al. Specifically, we find that the amount of time instructors spend observing students is a key distinguishing characteristic between the traditional settings and the CLASP curriculum. We discuss the pedagogical features of each of the different learning environments as captured by RIOT. We share our results as a snapshot of the interactive elements of an introductory physics course at a four-year, public, master's granting institution situated in a discussion on implications for reform efforts.

Since the advent of GPT-3.5 in 2022, Generative Artificial Intelligence (AI) has shown tremendous potential in STEM education, particularly in providing real-time, customized feedback to students in large-enrollment courses. A crucial skill that mediates effective use of AI is the systematic structuring of natural language instructions to AI models, commonly referred to as prompt engineering. This study has three objectives: (i) to investigate the sophistication of student-generated prompts when seeking feedback from AI on their arguments, (ii) to examine the features that students value in AI-generated feedback, and (iii) to analyze trends in student preferences for feedback generated from self-crafted prompts versus prompts incorporating prompt engineering techniques and principles of effective feedback. Results indicate that student-generated prompts typically reflect only a subset of foundational prompt engineering techniques. Despite this lack of sophistication, such as incomplete descriptions of task context, AI responses demonstrated contextual intuitiveness by accurately inferring context from the overall content of the prompt. We also identified 12 distinct features that students attribute the usefulness of AI-generated feedback, spanning four broader themes: Evaluation, Content, Presentation, and Depth. Finally, results show that students overwhelmingly prefer feedback generated from structured prompts, particularly those combining prompt engineering techniques with principles of effective feedback. Implications of these results such as integrating the principles of effective feedback in design and delivery of feedback through AI systems, and incorporating prompt engineering in introductory physics courses are discussed.

The approach to the concept of electromagnetic induction in physics education can present challenges, particularly regarding its distance from students' everyday experiences. The functioning of an electric guitar pickup can serve as an interesting example to contextualize the topic, allowing students to understand the correlation between the variation in magnetic field flux and the induced electromotive force. This study aims to present a low-cost project to explore Faraday's Law of Induction through an experimental kit composed mainly of an electric guitar pickup, an electric motor with a speed controller, a Light Dependent Resistor (LDR) sensor, and permanent magnets.

Across the United Kingdom, initiatives designed to increase the participation and outcomes for women in physics continue, working with children of various ages as well as with adults. Improvements have been achieved by a combination of these initiatives and an accompanying strengthening of policy, but significant gender imbalances remain.

Recent advances in low-cost, portable cosmic-ray detectors have broadened citizen-science engagement in particle physics studies. Imaging applications such as muography, however, remain largely inaccessible because existing detectors typically require tens to hundreds of sensors, making them costly and complex. This gap underscores the need for a compact imaging detector. In this study, we developed SAKURA, a palm-sized two-dimensional muon scintillation detector that uses only four silicon photomultipliers (SiPMs) and can be built for less than 1,000 USD. Its spatial resolution was evaluated using a 5 GeV/c muon beam at CERN's T10 beamline in September 2024, yielding 13.4 mm along the x-axis and 7.48 mm along the y-axis. The entire study, including designing and testing the detector, and analysing data, was undertaken by high school students, demonstrating that SAKURA makes radiation imaging accessible and practical even for non-specialists with the help of some professional scientists.

The purpose of this study was to determine the effect of the generative teaching model assisted by mind mapping media in terms of the physics competencies of class XI Science students of Senior High School 1 Painan. This study is a quasi-experimental type. The population for the study was all class XI students of Senior High School 1 Painan. Purposive sampling technique was used for sampling. The research samples were Class A and Class B. The instrument used was an objective question sheet. The t-test was used to analyze the data, and the significance level was 0.05. The study showed a significant difference between classes that implemented the generative teaching model assisted by mind mapping media and classes that implemented the teaching model commonly used by teachers through the help of mind mapping media. The average student learning score for classes using the generative teaching model was 79.20, and the average student learning score for classes using the teaching model commonly used by educators was 76.15. The impact of the generative teaching model assisted by mind mapping media was seen in the results of the student learning process, which were analyzed and the hypothesis was tested. Based on the hypothesis test, the t table was 1.09 and the t count was 2.00. The condition for H0 to be rejected is if ttable lest than tcount. The t count value is in the rejection of H0. Because all variables are controlled, except for the learning process model, it can be achieved. The conclusion is that the application of the generative teaching model assisted by mind mapping media on the Dynamics of Motion material contributes a positive influence to student learning outcomes.

Despite the impact of the Jesuit educational endeavor on the rise of science, the Ignatian Pedagogical Paradigm (IPP), the signature Jesuit pedagogy, is not frequently used to teach courses in science, technology, engineering and mathematics (STEM), and very little literature exists documenting any such attempts. In this paper, I describe a framework for how to apply the IPP to STEM courses using active-engagement strategies and assessment tools from disciplinary educational research (DBER). I provide three examples of how I have implemented the IPP in physics courses at various levels in the curriculum at a Jesuit University complete with assessment results that demonstrate student learning. I stress that beyond the technical, cyclical elements of the IPP, a truly Ignatian course needs to pay close attention to Jesuit charisms such as cura personalis, magis, and educating men and women with and for others.

As an introductory exercise of elementary electrodynamics, we consider the static magnetic field induced by the electric currents flow along the straight wires, which are equidistantly put on the hyperboloid. The distribution of the magnetic field and the force acting on the wires are calculated under several typical setups, including the continuum limit.