CyberSec Research

Physics teaching in engineering programmes poses discipline-specific demands that intertwine conceptual modelling, experimental inquiry, and computational analysis. This study examines nine teaching competences for physics instruction derived from international and regional frameworks and interpreted within engineering contexts. Nineteen university instructors from the Technological Institute of Toluca completed an open-ended questionnaire; responses were analysed using a grounded theory approach (open and axial coding) complemented by descriptive frequencies. Results indicate stronger development in technical mastery, methodological/digital integration, technology-mediated communication, and innovation (C1, C2, C6, C9), while information literacy for digital content creation/adaptation and digital ethics/safety (C7, C8) remain underdeveloped. A recurrent understanding-application gap was identified, revealing uneven transfer from conceptual awareness to enacted classroom practice. We conclude that advancing physics education for engineers requires institutionally supported, discipline-specific professional development that aligns modelling, laboratory work, and computation with ethical and reproducible digital practices; such alignment can move instructors from adoption/adaptation toward sustained appropriation and innovation in multimodal settings.

We present the design and testing of a compact, low-cost stellar spectrometer developed for undergraduate and outreach applications. The instrument employs a 600 lines/mm diffraction grating, a CMOS monochrome sensor, and a 3D-printed mount integrated with reflecting telescopes. Calibration was performed using helium emission sources in the laboratory and Vega as a spectrophotometric standard, supported by a custom Python-based image-processing pipeline for wavelength calibration and spectral stacking. The spectrometer successfully recorded usable spectra of bright stars including Vega, Sirius, Procyon, Capella, and Betelgeuse, covering spectral types A through M. The results demonstrate that meaningful stellar spectroscopy can be achieved with accessible, low-cost equipment, providing a practical framework for student-led astronomical instrumentation projects.

ABET accreditation is an increasingly prominent system of global accreditation of engineering programs, and the assessment requires programs to demonstrate that they meet the needs of the program's stakeholders, typically industrial potential employers of graduates. To obtain these inputs, programs are required to assemble an advisory committee board. The views of the advisory board on the relevance of the degree outcomes are an essential part of this process. The purpose of this qualitative research study is to explore the viewpoints that industry stakeholders have on this type of process. The context for the study was an Ecuadorian engineering program which had successfully achieved the ABET accreditation. The study drew on interviews undertaken with industry members who were part of the advisory board. This study focuses on how they perceive the process and the accreditation awarded, analyzing their views of its usefulness, especially in relation to the employability of graduates. Based on the findings, we offer critical insights into this accreditation process when it takes place in contexts beyond highly industrialized countries.

Purpose: To develop a virtual reality simulator for high dose rate prostate brachytherapy and to test whether participation is associated with immediate gains in self-reported confidence across predefined procedural domains in two cohorts. Methods: Two modules were developed and implemented using Unreal Engine: patient preparation and template guided needle insertion. Oncology staff and trainees completed pre and post surveys that assessed confidence for recalling steps, explaining steps, identifying equipment, and explaining equipment function. Studies were conducted at the Hands On Brachytherapy Workshop (HOWBT) in London, Ontario, and at Sunnybrook Odette Cancer Centre in Toronto, Ontario. Paired Wilcoxon signed rank tests with two-sided p values compared before and after scores within each module. Results: Patient preparation (N=11) confidence increased for recalling steps (W=65, p=0.002), explaining steps (W=51, p = 0.023), identifying equipment (W=65, p=0.002), and explaining equipment function (W=60, p=0.0078). Needle insertion (N=27) confidence increased for recalling steps (W=292, p<0.001), explaining steps (W=347, p<0.001), identifying equipment (W=355, p<0.001), and explaining equipment function (W=354, p<0.001). Conclusion: The simulator was feasible to deploy and was associated with higher self-reported confidence across key domains immediately after training. Findings may inform future curriculum design and implementation work.

This study proposes a quantitative framework to enhance curriculum coherence through the systematic alignment of Course Learning Outcomes (CLOs) and Program Learning Outcomes (PLOs), contributing to continuous improvement in outcome-based education. Grounded in accreditation standards such as ABET and NCAAA, the model introduces mathematical tools that map exercises, assessment questions, teaching units (TUs), and student assessment components (SACs) to CLOs and PLOs. This dual-layer approach-combining micro-level analysis of assessment elements with macro-level curriculum evaluation-enables detailed tracking of learning outcomes and helps identify misalignments between instructional delivery, assessment strategies, and program objectives. The framework incorporates alignment matrices, weighted relationships, and practical indicators to quantify coherence and evaluate course or program performance. Application of this model reveals gaps in outcome coverage and underscores the importance of realignment, especially when specific PLOs are underrepresented or CLOs are not adequately supported by assessments. The proposed model is practical, adaptable, and scalable, making it suitable for academic programs. Its systematic structure supports institutions in implementing evidence-based curriculum improvements and provides a reliable mechanism for aligning teaching practices with desired learning outcomes. Ultimately, this framework offers a valuable tool for closing the feedback loop between instructional design, assessment execution, and learning outcomes, thus promoting greater transparency, accountability, and educational effectiveness. Institutions that adopt this model can expect to strengthen their quality assurance processes and help ensure that students graduate with the competencies required by academic standards and professional expectations.

As scientific knowledge expands, science education may not always keep pace with the latest advancements in astrophysics. A solid scientific education is crucial for preparing students for 21st-century challenges. However, science education often focuses narrowly on specific content, neglecting frontier scientific research. To address this, a teaching sequence was developed in Chile using real exoplanet data from the Open Exoplanet Catalog and NASA's Eye on Exoplanets webpage. This integrates cutting-edge astrophysical concepts into classroom discussions. Analyzing this data prompts students to discuss how Newton's law of universal gravitation and Kepler's third law apply to current research on extrasolar systems. This sequence deepens understanding of these principles within modern astrophysics, enriching science education. Such activities spark new research questions akin to those debated in scientific circles, enhancing insights into planetary formation.

Building the optical setup for investigating biological questions comes with challenges. A major such challenge is setting up and synchronizing the control of multiple hardware components such as stages, cameras and lasers. With UC2-ESP we present a compact electronics system powered by the ESP32 microcontroller, designed to provide general-purpose control for various components in microscopy setups. Our system can interface with stepper motors, directed current (DC) motors, lasers (transistor-transistor logics, TTL or pulse width modulation, PWM), light emitting diodes (LEDs), and analog voltage outputs (galvo mirrors, led current control), allowing precise control over microscopy hardware. The platform is highly flexible, supporting custom pin configurations and multiple communication interfaces such as Bluetooth, universal serial bus (USB-serial), and HTTP via a built-in Webserver. A PlayStation controller can be used for haptic hardware manipulation, while commands are transmitted in a human-readable JSON format to ensure modularity and extensibility. The firmware is designed to receive parameters and execute actions dynamically, supporting complex control loops such as motor homing, stage scanning and temperature regulation via integrated controllers. Furthermore, the system integrates seamlessly with ImSwitch as well as MicroManager and offers a browser-based control tool using Web Serial. This open-source firmware enables microscopy research groups to develop custom setups and expand functionality efficiently, at low cost and high flexibility.

Sharing the amazing achievements of the (particle) physics world with the general public is at the heart of the mission of the Subatomic Heroes, based at the University of Siegen, Germany. Originally this started out as an endeavor of theoretical particle physics, now we are steadily spreading out to cover and include more branches of physics and science. Our activities range from merging art with public physics lectures via marvelous artistic performances at the local theater, over dedicated events for high-school students, to our Subatomic Heroes channel on Instagram and TikTok where you may also find out when and where our famous "hadronic ice-cream" will be served next! So follow us on https://www.instagram.com/subatomic_heroes and https://www.tiktok.com/@subatomic_heroes.

The increasing complexity of abstract concepts in physics education and the low level of students critical thinking skills demand innovative instructional strategies aligned with 21st century competencies. This study aims to analyze students critical thinking skills as the foundation for developing physics interactive multimedia using a generative learning model integrated with a cognitive conflict strategy. The research was conducted in three public high schools in Lima Puluh Kota Regency using a quantitative descriptive survey method, involving 125 eleventh-grade students. Data were collected using five validated instruments: teacher questionnaires on instructional practices and critical thinking, student learning style and attitude surveys, a multimedia needs assessment, and a critical thinking skills test. Results show that current instruction relies heavily on static and non-interactive media such as PowerPoint and videos, failing to support students varied learning styles especially the dominant visual preference (53.06). While students exhibit moderately positive attitudes toward physics learning (65.69), their critical thinking skills are critically low (average score 27.80), particularly in inference (24.00) and evaluation (28.00) indicators. These findings underscore the urgent need to develop visual and interactive multimedia that facilitates cognitive conflict and deeper reflection. The novelty of this study lies in linking multimedia design with cognitive strategies tailored to enhance critical thinking in physics. The study contributes to physics education by offering empirical evidence for the pedagogical integration of generative learning and cognitive conflict approaches in digital environments, paving the way for targeted multimedia interventions that promote critical reasoning in conceptually demanding physics topics.

The field of weather and climate science is at a pivotal moment, defined by the dual forces of unprecedented technological advancement. While a shifting research and employment landscape has created career uncertainty, leading to a significant migration of talent toward the private sector, it has simultaneously spurred an expansion of the ecosystem through the emergence of new computational tools and the growing role of industry innovators and stakeholders. This perspective paper argues that this new, expanded ecosystem presents extraordinary opportunities for students and early-career professionals. We outline the emerging scientific frontiers powered by high-resolution simulations and artificial intelligence, suggest a practical path for navigating a more fluid career landscape, and propose how education and training must evolve to equip the next generation for success.

As artificial intelligence-generated content (AIGC) reshapes knowledge acquisition, higher education faces growing inequities that demand systematic mapping and intervention. We map the AI divide in undergraduate education by combining network science with survey evidence from 301 students at Nanjing University, one of China's leading institutions in AI education. Drawing on course enrolment patterns to construct a disciplinary network, we identify four distinct student communities: science dominant, science peripheral, social sciences & science, and humanities and social sciences. Survey results reveal significant disparities in AIGC literacy and motivational efficacy, with science dominant students outperforming humanities and social sciences peers. Ordinary least squares (OLS) regression shows that motivational efficacy--particularly skill efficacy--partially mediates this gap, whereas usage efficacy does not mediate at the evaluation level, indicating a dissociation between perceived utility and critical engagement. Our findings demonstrate that curriculum structure and cross-disciplinary integration are key determinants of technological fluency. This work provides a scalable framework for diagnosing and addressing the AI divide through institutional design.

Solar eclipses offer unparalleled opportunities for public engagement in astronomy. Large groups of people often gather to view eclipses, and these events require affordable and easy to use tools to safely observe the Sun. One unique way to observe a solar eclipse is by using a disco ball. Here, we present an analysis of the experiences of educators who used a disco ball as a solar projector during various public outreach events. Through a survey conducted shortly after the April 2024 total solar eclipse and the March 2025 partial solar eclipse, we collected data on the use, engagement, and perceived educational value of a disco ball projector from 31 individual events. The results suggest that disco balls were not only affordable and safe, but also popular and educational.

This study explores how generative artificial intelligence, specifically ChatGPT, can assist in the evaluation of laboratory reports in Experimental Physics. Two interaction modalities were implemented: an automated API-based evaluation and a customized ChatGPT configuration designed to emulate instructor feedback. The analysis focused on two complementary dimensions-formal and structural integrity, and technical accuracy and conceptual depth. Findings indicate that ChatGPT provides consistent feedback on organization, clarity, and adherence to scientific conventions, while its evaluation of technical reasoning and interpretation of experimental data remains less reliable. Each modality exhibited distinctive limitations, particularly in processing graphical and mathematical information. The study contributes to understanding how the use of AI in evaluating laboratory reports can inform feedback practices in experimental physics, highlighting the importance of teacher supervision to ensure the validity of physical reasoning and the accurate interpretation of experimental results.

Engaging in meaningful collaborations with peers, both inside and outside the classroom, can greatly enhance students' understanding of physics and other STEM disciplines. We analyzed the characteristics of women and men who typically worked alone versus those who collaborated with peers in a calculus-based introductory physics course comparing pre pandemic traditional in-person classes to Zoom based pandemic classes. We discuss our findings by considering students' prior academic preparation, their physics grades and physics self-efficacy, as well as their perceptions of how effective peer collaboration is for their physics self-efficacy. We also compared our results to the first-semester algebra-based introductory physics course.

This study investigates the experiences of pre-high and high school teachers in implementing QuanTime and other quantum-related activities aiming to promote quantum literacy and introduce foundational quantum concepts to K-12 students. The ultimate goal is to help prepare a diverse future workforce in quantum information science and technology (QIST). Teachers were divided into two groups: pre-high school (grades 4-8) and high school (grades 9-12). We used a survey featuring 12 Likert-scale questions and 14 open-ended responses to assess teachers' perceptions, engagement, and feedback about engaging in QuanTime and other quantum-related activities. Approximately two-thirds of the teachers responding to the survey implemented QuanTime activities in their classes. High school teachers who responded to the survey were most likely to use activities like Wave-Particle Duality and Electron Transitions while pre-high school teachers showed a strong interest in Art & Polarization. Open-ended feedback highlighted the ease of integrating these activities into existing curricula and the minimal preparation required, making them accessible for educators. The positive reception across both groups indicates that QuanTime and other quantum-related activities are valuable tools for early-age quantum education. By engaging students with quantum concepts from a young age, these activities have the potential to spark interest, which may contribute to their future engagement over time. It can inspire a diverse group of students and has the potential to get them interested in future opportunities in the growing field of QIST.

We focus on reflections and suggestions of five college quantum educators from four different institutions (two from same institution) regarding what can be done to diversify the second quantum revolution. They are leading QIST researchers, and very passionate about improving quantum education. The educators were asked about their thoughts on whether the interdisciplinary nature of the field, in which nobody can claim to be an expert in all aspects of QIST, may make it easier to create a better culture from the beginning, supportive of equitable participation of diverse groups unlike physics. This is because disciplines such as physics have an ingrained inequitable culture based on brilliance attribution that is a major impediment to diversity, equity and inclusion. Educators were interviewed on Zoom using a semi-structured think-aloud protocol about various issues related to QIST education including those pertaining to how to diversify the second quantum revolution. Their suggestions can be invaluable and can help other educators adapt and implement strategies to diversify QIST.

FeynCraft is a browser-based game that is designed to teach players the particle interactions of the Standard Model of particle physics, and how to link these interactions together to produce valid Feynman diagrams. It is primarily targeted at undergraduates and lecturers in introductory courses in particle physics, but we anticipate that it should also be useful for school pupils and teachers studying the basics of particle physics, and perhaps also current researchers. Users may draw particle lines and link them together to form vertices and complete diagrams, and FeynCraft determines invalid vertices using a sequence of simple rules, showing users which vertices are invalid and why. Diagrams may be drawn that involve both fundamental Standard Model particles and hadrons (where hadrons are represented by their constituent quark content). Users can also be presented with a process for which they must draw valid Feynman diagrams -- FeynCraft is able to generate such 'problems' at random, but there is also the facility to create, share, import and solve curated sets of problems. Alternatively, one is able to specify the process, and ask FeynCraft itself to generate the Feynman diagrams. Finally, we include several overlay options that give more information on a Feynman diagram (e.g. QCD colour flow, interaction strengths), and the option to export a drawn diagram as LaTeX code.

Many early career educators, such as teaching assistants (TAs) in college courses, as well as pre-college educators, need help both with content and pedagogical knowledge to effectively help their students learn. One pedagogical approach that has been found effective in prior studies is collaboration with peers. Collaborative learning not only has the potential to help educators develop content knowledge but can also improve their pedagogical knowledge. This study examines the performance of physics graduate students, enrolled in a professional development course for teaching assistants (TAs), on the Magnetism Conceptual Survey, highlighting the impact of peer collaboration on learning both content and pedagogy. Peer interaction significantly improved performance, driven by both construction of knowledge (where the group answered a question correctly but only one member had the correct individual response) and co-construction of knowledge (where the group succeeded despite both members initially answering incorrectly). Beyond improving content understanding, peer collaboration can also foster pedagogical skills by encouraging early educators such as TAs to use peers as learning resources and communicate ideas effectively to support mutual understanding. These dual benefits-enhancing both content mastery and teaching abilities-demonstrate that this approach holds value not only for the professional development of TAs but can also be adapted for pre-college professional development programs to improve teaching and learning outcomes.