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Radiation is ever-present around us, yet there is still a lack of knowledge about radiation among the general population, especially when it comes to students. For this study, we measured the effectiveness of a lesson plan on radiation concepts that focused on ionising radiation and was supported by references and examples from the superhero genre. The lesson was delivered to student groups in Vienna-based high schools in Austria where all students (n=141) were in Grade 9 to 11. Prior to the lesson, students completed a pre-test to collect data on their knowledge base in relation to radiation and superheroes. During the lesson students were required to complete ID cards on both the electromagnetic spectrum and superhero characters. They were also invited to create and draw their own radiation-based superhero. After the lesson, students completed a post-test. We note that student knowledge on radiation concepts improved after the lesson. For example, students more accurately ordered radiation types according to energy and provided more correct answers to open-ended questions with correct explanation on the interaction of radiation with different medium. Most students welcomed the inclusion of superheroes in the classroom and were not distracted by their use in the classroom.

The success of films such as "Avengers: Endgame," "Black Panther," and "Captain Marvel" has established the superhero genre in modern popular culture. Many students will have seen these films, or at the very least they are familiar with a number of the superhero characters. In the physics classroom, content based on superheroes can be used in support of learning materials on topics such as optics, advanced materials, kinematics, and the electromagnetic (EM) spectrum. Studies have highlighted several student preconceptions with regards to different radiation types. For instance, the literature suggests that students incorrectly classify certain radiation types as unnatural, and they cannot differentiate between ionizing and non-ionizing radiation.

The various radiation types that make up the electromagnetic (EM) spectrum are ubiquitous and highly significant in modern society. Detection of visible light by the eye facilitates sight, radio waves and microwaves are used in communication technologies, x-rays are used in medical imaging, and gamma rays are frequently employed in medical procedures. Although radiation plays a predominant role in daily life, many students have developed and retain misconceptions concerning EM radiation. These misconceptions could be addressed through the use of popular culture content such as superheroes in the classroom. In a number of superhero narratives, EM radiation plays a key role in the emergence or development of superpowers. In this paper, we outline three approaches for using superheroes to support the learning of the EM spectrum, and to potentially address key student misconceptions. In one approach we have designed a student worksheet based on Captain America and vita-rays, a fictional radiation type that plays a key role in his superpowers. The worksheet has been designed to instigate critical reflection on the part of the student, while allowing the student to apply their understanding of other forms of radiation.

Communication of difficult concepts in the physics classroom can be negatively affected by the absence of a strong link between physics content and the experiences or interests of students. One possible method towards addressing this issue is to motivate physics content with reference to popular culture figures such as superheroes. We find ourselves in an age where superhero films are immensely popular with numerous superhero films scheduled for release over the coming years. With many students familiar with many of these characters and their superpowers, superheroes can facilitate a unique platform to aid in the dissemination of physics materials in the classroom. In this paper, we present three examples where superheroes can be used to motivate learning objectives in physics and, if desired, promote critical thinking on behalf of the student. We also reflect on how using the superhero genre in the classroom can be used to address underrepresentation of women, stereotyping, and diversity issues in physics.

The X-Men are an ensemble of superheroes whose powers are associated with the X-Gene, a mutant genetic factor. The powers exhibited by each character differ and are dependent on how the X-Gene has modified their individual genomes. For instance, Wolverine possesses regenerative healing, Storm can control local weather systems, and Colossus can create an impenetrable "organic steel" layer around his body. Thanks to the establishment of the superhero genre in modern cinema, audiences are familiar with Colossus from films such as "X-Men: Days of Future Past" and "Deadpool." While attaining this power might be attractive to many people, there are innumerate scientific obstacles to be overcome to replicate this "organic steel" layer. Due to its unique combination of high strength and flexibility, a graphene-based layer might be a more realistic material for Colossus' impenetrable skin and would also address a number of physiological issues associated with an "organic steel" layer. The actualization of this layer would depend on complex processes associated with protein folding, protein self-assembly, and changing the structure of his skin. In the classroom, Colossus can foster a multidisciplinary learning environment where concepts in physiology can overlap with topics in physics, engineering, and materials science. Just like other superheroes, Colossus can also be used to promote scientific content in outreach for the general public.

Multiphase (gas-solid) flows are encountered in numerous industrial applications such as pharmaceutical, food, agricultural processing and energy generation. A coupled computational fluid dynamics (CFD) and discrete element method (DEM) approach is a popular way to study such flows at a particle scale. However, most of these studies deal with spherical particles while in reality, the particles are rarely spherical. The particle shape can have significant effect on hydrodynamics in a fluidized bed. Moreover, most studies in literature use inaccurate drag laws because accurate laws are not readily available. The drag force acting on a non-spherical particle can vary considerably with particle shape, orientation with the flow, Reynolds number and packing fraction. In this work, the CFD-DEM approach is extended to model a laboratory scale fluidized bed of spherocylinder (rod-like) particles. These rod-like particles can be classified as Geldart D particles and have an aspect ratio of 4. Experiments are performed to study the particle flow behavior in a quasi-2D fluidized bed. Numerically obtained results for pressure drop and bed height are compared with experiments. The capability of CFD-DEM approach to efficiently describe the global bed dynamics for fluidized bed of rod-like particles is demonstrated.

We present from simulations and experiments results on the linear and nonlinear rheology of a moderate functionality, low molecular weight unentangled polystyrene (PS) star melt. The PS samples were anionically synthesized and close to monodisperse while their moderate functionality ensures that they do not display a pronounced core effect. We employ a highly coarse-grained model known as Responsive Particle Dynamics where each star polymer is approximated as a point particle. The eliminated degrees of freedom are used in the definition of an appropriate free energy as well as describing the transient pair-wise potential between particles that accounts for the viscoelastic response. First we reproduce very satisfactorily the experimental moduli using simulation. We then consider the nonlinear response of the same polymer melts by implementing a start-up shear protocol for a wide range of shear rates. As in experiments, we observe the development of a stress overshoot with increasing shear rate followed by a steady-state shear stress. We also recover the shear-thinning nature of the melt, although we slightly overestimate the extent of shear-thinning with simulations. In addition, we study relaxations upon the removal of shear where we find encouraging agreement between experiments and simulations, a finding that corroborates our agreement for the linear rheology. [ABSTRACT FROM AUTHOR]

Abstract Background Rapid displacement across multiple time zones results in a conflict between the new cycle of light and dark and the previously entrained program of the internal circadian clock, a phenomenon known as jet lag. In humans, jet lag is often characterized by malaise, appetite loss, fatigue, disturbed sleep and performance deficit, the consequences of which are of particular concern to athletes hoping to perform optimally at an international destination. As a species renowned for its capacity for athletic performance, the consequences of jet lag are also relevant for the horse. However, the duration and severity of jet lag related circadian disruption is presently unknown in this species. We investigated the rates of re-entrainment of serum melatonin and core body temperature (BT) rhythms following an abrupt 6-h phase advance of the LD cycle in the horse. Methods Six healthy, 2 yr old mares entrained to a 12 h light/12 h dark (LD 12:12) natural photoperiod were housed in a light-proofed barn under a lighting schedule that mimicked the external LD cycle. Following baseline sampling on Day 0, an advance shift of the LD cycle was accomplished by ending the subsequent dark period 6 h early. Blood sampling for serum melatonin analysis and BT readings were taken at 3-h intervals for 24 h on alternate days for 11 days. Disturbances to the subsequent melatonin and BT 24-h rhythms were assessed using repeated measures ANOVA and analysis of Cosine curve fitting parameters. Results We demonstrate that the equine melatonin rhythm re-entrains rapidly to a 6-h phase advance of an LD12:12 photocycle. The phase shift in melatonin was fully complete on the first day of the new schedule and rhythm phase and waveform were stable thereafter. In comparison, the advance in the BT rhythm was achieved by the third day, however BT rhythm waveform, especially its mesor, was altered for many days following the LD shift. Conclusion Aside from the temperature rhythm disruption, rapid resynchronization of the melatonin rhythm suggests that the central circadian pacemaker of the horse may possess a particularly robust entrainment response. The consequences for athletic performance remain unknown.