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The influence of virtual tools as didactic means towards the study of electromagnetism phenomena takes greater relevance every day at the Universidad del Magdalena due to the inclusion of a visual and dynamic element beyond the reading of physical text books and even the development of laboratories real electromagnetism. This article shows a very positive perception on the part of the engineering students regarding the advanced virtual laboratories of electromagnetism, influencing the learning of physical concepts and the development of cognitive competences. Studentś understanding of the concepts of physics in the domain of electromagnetic physics was evaluated in a pre- and post-test design involving 60 participants assigned to four experimental groups and 30 participants assigned to the control group. There were two experimental conditions, namely, experimentation with manipulation of real material, experimentation with virtual manipulation, as well as a condition of control (ie, traditional instruction with no virtual experimentation). Conceptual tests were administered to assess student’s comprehension before, during and after the application of the virtual laboratories. The analyzes revealed that even though the two experimental conditions promote the conceptualization and correct interpretations of the student’s physical concepts in the domain of electromagnetism better than in the control group as expected; we see that, the use of the virtual tool obtains a greater acceptance as this study shows.

This paper presents the scientometric analysis of superconductivity research output in South America from 1980 to 2019 and compares it with Global output as reported in Web of Science. The study shows that superconductivity research in South America had a steep growth between 1980 and 2000, particularly an abrupt hike in 2005 that is noticeable followed by a more or less steady pattern thereafter up to 2019. South America superconductivity papers are analysed bibliometrically to indicate the authorship, collaboration pattern, to identify the major institutions and most relevant journals; apart from identifying the research field or application area of research in superconductivity.

All The bound states of two particles such as the earth-moon system, bound by the gravitational interaction, proton-electron pe − hydrogen atom, positron-electron (e + e −) positronium linked by the electromagnetic interaction and quark-antiquark ( ( q q ¯ ) ) quarkonium linked by strong interaction, provide physicists with a natural laboratory to study these interactions. In this paper we review the classical theories formulated by Newton and relativist due to Einstein of gravitational interactions to study the earth-moon system. As regards the bound states (pe −), (e + e −) and ( ( q q ¯ ) ) we used Schrödinger equation to calculate the energy spectrum of these systems, as well as the Feynman diagrams at tree order to determine in some detail the Hamiltonian of these systems, known as Breit-Fermi potential. The similarities and differences between the hydrogen atom and the positronium are analyzed. The quarkonio is studied in the framework of the non-relativistic quark model (MQNR), heavy quark, where the relativistic effects are negligible, confronting the theoretical and experimental results to observe its validity.

This article summarizes a study whose objetive was to determine the incidence of physical laboratory experiences in the development of competences interpretative, argumentative and propositive. Science allow students to interact with observable scientific phenomena, but often there are no experiences of electromagnetism in which a visualization of the interaction of charged particles with electric and / or magnetic fields is achieved due to the atomic level of these phenomena. Virtual lab experiences and computer-based visualizations allow students to interact with unobservable scientific concepts, allowing students to overcome the difficulties of connecting to real instances of the observed phenomenon. To involve students in our virtual electromagnetism laboratory, We implement multiple interactivity functions, including the exploration of 3D models and selected adaptive simulations. We use the Unity multiplatform videogame engine to generate a digital learning environment that offers a potential tool to improve the conceptualization of electromagnetism courses taught on campus and/or distance education courses. To obtain the results, a Saber-Pro style pre-test and post-test were carried out, which evaluated the competences established by Ministry of Nacional Education.

A computational method that contributes to the understanding and conceptualization of Newton’s laws of motion, through the use of a novel environment of virtual experimentation of physical systems, was implemented in the students of the Faculty of Engineering and Basic Sciences of the Universidad del Magdalena. This article investigates the level of learning achieved by implementing the physical experiences in the mechanical laboratory and the virtual laboratories developed in the Unity platform, which can be used by the user to work in web environment and mobile devices, when downloaded as an application in Google Play and App Store. Conceptual tests were administered to assess students comprehension before, during and after instruction. The results revealed that the experimental and virtual conditions were equally effective in promoting student’s understanding of the concepts in the domain of Newton’s laws of motion; therefore, virtual manipulation, at least in a context such as that of the present study, reveals an important method in the learning of physics.

Direct laboratory exercises and observations are a fundamental part of science courses, but the concepts such as distance learning, and open universities, are now becoming more widely used for teaching and learning. However, due to the nature of the subject domain, the use in science and engineering are relatively behind when using online distance learning. We propose a solution developing several advanced virtual laboratories of electromagnetism which is a replica the real lab fully software-based, using a mobile game development with Unity 3D. Unity is a game development ecosystem: a powerful rendering engine fully integrated with a complete set of intuitive tools and rapid workflows to create interactive 3D and 2D content that is considered a tool of artistic expression which joint the art and technology. We argue for this solution since it offers advantages over real labs, which will be elaborated further in this paper.

The relativistic dynamics of an electron accelerated in a cylindrical cavity mode TE 113 in the presence of a static inhomogeneous magnetic field is studied. This type of acceleration is known as Spatial AutoResonance Acceleration (SARA). The magnetic field profile is such that it keeps the phase difference between the electric microwave field and the electron velocity vector within the acceleration phase band. We study the dynamic of the electron through simulations of the relativistic Newton-Lorentz equation. Numerical experiments with TE 113 cylindrical microwave fields of a frequency of 2.45GHz and an amplitude of the order of 7kV/cm show that it is possible accelerate the electrons up to energies of the order of 300keV. This energy is about of 30% higher than those obtained in previous studies by using the TE 112 mode.

Using the cross-platform game engine Unity, we develop virtual laboratories for PC, consoles, mobile devices and website as an innovative tool to study physics. There is extensive uptake of ICT in the teaching of science and its impact on the learning, and considering the limited availability of laboratories for physics teaching and the difficulties this causes in the learning of school students, we design the virtual laboratories to enhance studentâĂŹs knowledge of concepts in physics. To achieve this goal, we use Unity due to provide support bump mapping, reflection mapping, parallax mapping, dynamics shadows using shadows maps, full-screen post-processing effects and render-to-texture. Unity can use the best variant for the current video hardware and, if none are compatible, to use an alternative shader that may sacrifice features for performance. The control over delivery to mobile devices, web browsers, consoles and desktops is the main reason Unity is the best option among the same kind cross-platform. Supported platforms include Android, Apple TV, Linux, iOS, Nintendo 3DS line, macOS, PlayStation 4, Windows Phone 8, Wii but also an asset server and Nvidia's PhysX physics engine which is the most relevant tool on Unity for our PhysLab.

The controlled assembly of metal nanoparticles into macroscopic materials using DNA oligonucleotides has opened new directions of research in nanoscience and nanotechnology. Here, we describe recent ab initio calculations on structural and electronic properties of the subsystems forming these materials: bare and thiol-passivated gold nanoclusters, gold nanowires and fragments of DNA chains. Our results indicate that gold nanoclusters are distorted dramatically by a passivating methylthiol monolayer, that monatomic gold chains are stable in zigzag geometries and that dry acidic λ-DNA is a good insulator. These results provide useful insights towards the complete understanding, design and proper utilization of hybrid DNA-gold nanostructured materials.

This paper present novel virtual laboratories of electromagnetism, mechanics and optics to be used in the teaching of physic for the students as well as to the teacher in the classroom. The model used is friendly with the users and also is responsible for displaying data and its manipulation. The Vista/model, implements the behavior of the view to respond to user actions and expose model data in a way that is easy to use bindings, it is the mechanisms by which we can link the elements of the user interface objects containing the information to be displayed in the view. During the process of application of virtual laboratories the students shown a increasing ability to learn this specifics physics topics using a Web-based learning environment and a guide of work with the virtual laboratories framed in the meaningful learning pedagogical model.