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Online learning environments have been used intensively during the COVID-19 pandemic and are frequently preferred alternative learning environments afterward. On the other hand, the lack of adequate learning applications for online environments negatively affects teaching. The main purpose of this research is to develop problem-based learning (PBL) activities for online learning environments within the scope of Physics course and to reveal the application processes. The study was carried out with 97 students in the fall semester of the 2020-2021 academic year. PBL applications were carried out in online learning environments with the interaction of online groups of 5-7 people through the Zoom program. A qualitative research approach and critical action research model were used in this research. The data were obtained with the help of rubric form, interview, peer assessment, peer group assessment, and documents and evaluated with content analysis and descriptive analysis. In the process of PBL activities in online learning environments, students took an active role as a part of their learning processes, interacted constantly with their peers, and demonstrated high-level success in their learning competencies by fulfilling their responsibilities. In online learning environments, there is a need for application examples where all students can demonstrate their process skills and student-centered assessment-evaluation applications that will determine the application outputs. Key words: problem-based learning, online learning, physics teaching, education, 1. Introduction The power and intensity of information and communication technology is increasing rapidly in all areas of social life. This technology is used most effectively by high school and [...]

Contrary to the results of some studies, is online education expected to be as effective as face-to-face education? If this question is answered in the affirmative, how can a design be made for Physics education? This research aims to determine the effectiveness of infographic-assisted physics teaching with collaborative groups in teaching physics subjects online, face-to-face, and coeducational settings. In this research, action research method was used and both qualitative and quantitative findings were analyzed. The sample of the study consists of 168 students studying in one of the high schools in Turkey, where one of the researchers teaches physics. Four different data collection tools were used in the study. These tools are: a five-point Likert-type questionnaire, one consisting of 17 questions and the other 20 questions, an interview form consisting of 4 questions, and rubrics consisting of 6 items. Quantitative findings were evaluated with SPSS and qualitative findings were evaluated with the help of content analysis. According to the results obtained from the research findings, infographic applications in collaborative groups offered in different learning environments such as online, face-to-face, and hybrid learning contribute positively to the development of students' self-efficacy and social skills for learning physics lessons. Applications carried out with infographic-supported collaborative groups (ISCGs); these applications contributed to the development of physics learning, attitude toward physics lessons, and social skills of students studying in online, face-to-face, and hybrid learning environments. It has been determined that these practices contribute positively to the elimination of academic and social differences among students. On the other hand, when ISCG applications in Physics education are carried out together with online education, which is perceived as disadvantageous, it increases the group responsibilities of the students and enables them to have equal opportunities with the environments where face-to-face education is provided. The technological content of ISCG applications affects the attitudes of high school students positively and ensures their active participation in the activities throughout the process. Key words: physics teaching, cooperative learning, infographics, online education, hybrid education, 1. Introduction In parallel with the rapid developments in technology, the needs in daily life and schools have begun to differ. The field where these needs are felt the most [...]

Most researchers are interested in investigating the impact of a blended learning approach (BLA) on students' performance, yet this approach's instructional efficiency has not yet been quantified. Therefore, this research aims to determine the impact of teacher-created online Moodle-based materials in combination with face-to-face learning on student achievement and mental effort, that is, to determine the instructional efficiency of applied teaching approaches at physics classes in high school. For this research, we chose to teach students physical principles of direct current, which involves abstract concepts. Using BLA, students can prepare better for a real experiments in the lab, and this approach also creates a safe environment for students while allowing them to demonstrate the learned physical phenomena. The Moodle platform course is developed for this purpose and implemented in a BLA environment. Students are gradually guided from easier to more difficult concepts in this research, considering the working memory's capacity and the teaching material requirements. Our results show that the students who used BLA achieved higher scores on the knowledge test, and they also used less mental effort than students that used a conventional teaching approach. We also show that instructional efficiency for BLA is positive and significantly higher than the instructional efficiency of the conventional approach. This research's results are primarily designed for physics teachers to better understand the effects of the BLA and apply teaching approaches that respect the principles of children's cognitive development. Key words: blended learning approach, physics, direct current, mental effort, physics education, PhET simulations. La plupart des chercheurs examinent l'impact de l'approche de l'apprentissage hybride (AAH/BLA) sur la performance des etudiants, mais l'efficacite de cette approche de formation demande encore a etre quantifiee. Par consequent, le but de notre recherche est de determiner l'impact d'un materiel cree par le professeur sur la base de la methode Moodle, en combinaison avec l'apprentissage face-a-face, sur la reussite etudiante et l'effort mental, i.e., pour determiner l'efficacite pedagogique d'appliquer cette approche de l'enseignement aux classes de physique au secondaire. Pour ce projet de recherche, nous choisissons d'enseigner aux etudiants les principes du courant continu, qui fait intervenir des concepts abstraits. Utilisant AAH, les etudiants peuvent mieux se preparer a une veritable experience au laboratoire tout en acquerant une capacite de demontrer les phenomenes physiques appris. La plateforme Moodle est concue dans ce but et est mise en oeuvre dans un environnement AH. Les etudiants sont guides graduellement de concepts plus simples a des plus compliques, considerant la capacite de la memoire de travail et les demandes en matiere d'enseignement. Nos resultats montrent que les etudiants utilisant AAH obtiennent de plus hauts resultats dans les tests de connaissance et qu'ils ont utilise moins d'effort mental que les etudiants ayant suivi un parcours d'enseignement conventionnel. Nous montrons aussi que l'efficacite pedagogique de AAH est positive et significativement plus elevee que celle de l'approche conventionnelle. Les resultats de cette recherche ont pour but de mieux faire comprendre aux professeurs de physique les effets de AAH et d'appliquer des approches d'enseignement qui respectent les principes du developpement cognitif des jeunes. [Traduit par la Redaction] Mots-cles : approche de l'apprentissage hybride, physique, courant direct, effort mental, enseignement de la physique, simulations PhET., 1. Introduction Students view physics as interesting but complicated and work-intensive [1]. Therefore, the researchers' task is to find the best teaching approach that will reduce difficulty. Students and teachers [...]

Existence of a wide variety of virtual laboratories leads to dilemmas among practitioners in terms of selection of such programs and their adaptation to the subject matter in the pre-service and in-service teacher training processes. The aim of this study is to inform physics educators, teachers, and pre-service teachers of the virtual labs used in teaching physics nowadays, as well as the scope, design, and features of such software. They are used in teaching physics, particularly from primary education to the university level, are introduced and compared, their superior and weak aspects are highlighted, and target audiences, design characteristics, scopes and details, experiment analyses levels, levels of proximity to reality, and user friendliness are presented considering the data obtained from the literature review carried out based on the content analysis method. Thus, this study is intended to contribute to utilization of virtual physics labs by users with expected efficiency. Key words: virtual labs, physics teaching, virtual labs applications, developing virtual lab, present virtual labs. L'existence d'une grande variete de laboratoires virtuels pose un dilemme de selection de tels programmes, de leur adaptation au sujet dans les processus pour preparer et donner les cours. Notre but est d'informer les educateurs, professeurs et futurs professeurs de physique de ces laboratoires virtuels utilises de nos jours dans l'enseignement de la physique, de leur portee, de leur conception et des caracteristiques de ces logiciels. Nous introduisons et comparons ces laboratoires virtuels, qui vont de la formation primaire jusqu'a l'universitaire, nous soulignons leurs forces et leurs faiblesses, les audiences visees, les caracteristiques de leur conception, leur portee, le niveau d'analyse des experiences, leur proximite avec la realite, la convivialite d'utilisation et presentons les revues dans la litterature portant sur la methode d'analyse du contenu. Nous cherchons a rendre l'utilisation de ces laboratoires virtuels plus efficace pour leurs utilisateurs. [Traduit par la Redaction] Mots-cles: laboratoires virtuels, enseignement de la physique, logiciels de laboratoires virtuels, developpement des laboratoires virtuels, presente situation des laboratoires virtuels., 1. Introduction The virtual laboratory is defined as a computer environment that provides a real-time simulation opportunity for tests and experiments, which are required to be carried out and performed [...]

In studies conducted in the last 30 years, different types of virtual labs were applied to different study groups using very different methods and techniques. The aim of this study is to evaluate the virtual labs used in teaching physics in terms of the purpose of use, working groups, methods, and techniques using the content analysis method based on a literature review conducted. The results of the application, which is aimed at the selection and use of virtual physics lab programs that offer very different designs, scopes, and means of application and at the adaptation of such programs to the target audience by educators, as well as at provision of a means for measurement and evaluation, will be analyzed. By examining the data thus obtained in terms of the subject matter, method, and outcome, it will be possible to assist the parties who will utilize the virtual physics laboratory programs in teaching physics to use such programs with expected efficiency. Key words: evaluation of virtual labs, physics education, virtual physics lab programs, physics teaching, physics education applications. Nous avons vu, au cours des 30 dernieres annees, que differents types de laboratoires virtuels ont ete appliques a differents groupes d'etude, utilisant des methodes et techniques differentes. Le but de notre etude ici est d'evaluer les laboratoires virtuels utilises dans l'enseignement de la physique en termes d'objectifs, de groupes de travail, de methodes et de techniques, en utilisant les methodes d'analyse basees sur la revue que nous avons faite de la litterature. Nous analyserons les resultats de l'application qui vise a la selection et a l'utilisation de laboratoires virtuels qui offrent differentes conceptions, portees et methode d'application et a l'adaptation par les educateurs a une grande audience cible, aussi bien qu'a une disposition de moyens de mesure et devaluation. En examinant les donnees ainsi obtenues sur le sujet, la methode et le resultat, il deviendra possible d'aider les agents du domaine, qui pourront utiliser les programmes de laboratoires virtuels de physique, dans les programmes appropries avec l'efficacite esperee. [Traduit par la Redaction] Mots-cles : evaluation de laboratoires virtuels, la formation en physique, programmes de laboratoires virtuels en physique, enseignement de la physique, applications d'enseignement de la physique., 1. Introduction Laboratory applications are considered one of the most important and indispensable components of the physics courses, complement lectures, and enable the students to acquire some practical capabilities and [...]

We describe the impact of physics education research-based pedagogical techniques in flipped and active-engagement non-flipped courses on student performance on validated conceptual surveys. We compare student performance in courses that make significant use of evidence-based active engagement (EBAE) strategies with courses that primarily use lecture- based (LB) instruction. All courses had large enrollment and often had 100-200 students. The analysis of data for validated conceptual surveys presented here includes data from large numbers of students from two- semester sequences of introductory algebra-based and calculus-based introductory physics courses. The conceptual surveys used to assess student learning in the first and second semester courses were the Force Concept Inventory and the Conceptual Survey of Electricity and Magnetism, respectively. In the research discussed here, the performance of students in EBAE courses at a particular level is compared with LB courses in two situations: (i) the same instructor taught two courses, one of which was a flipped course involving EBAE methods and the other an LB course, while the homework, recitations, and final exams were kept the same; (ii) student performance in all of the EBAE courses taught by different instructors was averaged and compared with LB courses of the same type also averaged over different instructors. In all cases, we find that students in courses that make significant use of active- engagement strategies, on average, outperformed students in courses using primarily LB instruction of the same type on conceptual surveys even though there was no statistically significant difference on the pretest before instruction. We also discuss correlation between the performance on the validated conceptual surveys and the final exam, which typically placed a heavy weight on quantitative problem solving. Key words: evidence-based, active-engagement, flipped classes, just-in-time teaching, physics education research. Nous decrivons l'impact des techniques pedagogiques basees sur la recherche dans la formation en physique, utilisant des cours inverses et des cours non inverses standard d'engagement actif, sur la performance des etudiants suite a une enquete pour valider l'acquisition des concepts (enquete conceptuelle). Nous comparons les performances des etudiants dans des cours qui utilisent largement des strategies d'implications actives basees sur des faits probants (SIAFP) avec des cours utilisant surtout des cours magistraux (CM). Tous les cours comptent un grand nombre d'etudiants, jusqu'a 100-200 etudiants. L'analyse de donnees des enquetes conceptuelles presentee ici, inclut des donnees provenant d'un grand nombre d'etudiants ayant suivi deux sessions de cours d'introduction a la physique, bases sur l'algebre et sur le calcul differentiel. Les enquetes conceptuelles utilisees pour evaluer l'apprentissage des etudiants dans les cours de la premiere et de la deuxieme session sont la Force Concept Inventory et l'enquete conceptuelle portant sur l'electricite et le magnetisme respectivement. Dans la recherche rapportee ici, nous comparons la performance des etudiants ayant suivi une formation SIAFP a un niveau donne avec celle d'etudiants ayant suivi une formation de CM dans deux situations : (i) le meme professeur enseigne deux cours, l'un etant un cours inverse impliquant la methode SIAFP et l'autre etant un cours magistral, alors que les devoirs, tests et examen final sont les memes et (ii) la performance des etudiants est moyennee sur tous leurs cours SIAFP donnes par des professeurs differents et comparee avec le resultats pour des CM donnees par des professeurs differents. Dans tous les cas, nous trouvons que les etudiants soumis a une pedagogie active, performent en moyenne mieux que ceux qui suivent des cours magistraux, selon des enquetes visant les concepts, meme si des tests preformation ne montraient aucune difference statistique entre les deux groupes. Nous discutons aussi la correlation entre la performance dans l'enquete conceptuelle et l'examen final qui reposait beaucoup sur la solution de problemes quantitatifs. [Traduit par la Redaction] Mots-cles : base sur des faits probants, implication active, classes inversees, enseignement juste en temps, recherche en enseignement de la physique., 1. Introduction 1.1. Physics education research-based active engagement methods In the past two decades, physics education research has identified the challenges that students encounter in learning physics at all levels [...]

Graduates of physics degree programs are a critical element in the development of a scientifically literate, economically competitive society as discussed by the National Research Council in 2013 (Adapting to a changing world: Challenges and opportunities in undergraduate physics education. National Academies Press, Washington, D.C. 2013). This qualitative case study invited students at a university in Atlantic Canada to participate in a post- course survey to investigate what influenced them to major or to not major in physics. Sixty students participated in the survey portion of the study, of a possible 121, and the survey data was cross-referenced with data from two student interviews, one professor interview, and one laboratory technician interview. Results indicated that student participants were more likely to choose a physics degree program if they felt that they had enough interest in the subject matter, they had experienced good teaching, and they could see how to apply the degree to a career. In addition, a newly implemented, research-based laboratory curriculum proved beneficial, especially for female students. Fifteen percent of participating students continued into a physics major, which is more than the average of under 10% reported by Nicholson and Mulvey in 2016 (Roster of physics departments with enrollment and degree data, 2013. Focus on: American Institute of Physics. 2016. Available from https://www.aip.org/sites/default/files/statistics/ rosters/physrost15.1.pdf). This study provides a Canadian perspective on the choice to major in physics or not, which had been missing from the literature. Findings from this case could be infused into other first-year physics courses to boost student retention rates. Key words: physics identity, undergraduate students, physics teaching, reflective practice, hands-on experiences. Les diplomes des programmes de physique constituent un element critique dans le developpement d'une societe scientifiquement avertie et economiquement competitive, tel qu'enonce par le Conseil National de Recherches en 2013 (Adapting to a changing world: Challenges and opportunities in undergraduate physics education. National Academies Press, Washington, D.C. 2013). Cette etude qualitative invitait les etudiants d'une universite du Canada Atlantique a participer a un sondage apres cours pour examiner ce qui les a influences a poursuivre un programme de physique ou non. Soixante etudiants sur cent vingt et un ont participe a ce sondage, croise avec deux interviews d'etudiants, d'un professeur et d'un technicien de laboratoire. Les resultats indiquent que les etudiants sont plus susceptibles de choisir un programme de physique s'ils sentent que : ils ont suffisamment d'interet pour la matiere, ils ont eu l'experience d'un bon professeur et ils peuvent voir comment appliquer cette formation a une carriere. De plus, un nouveau programme mis de l'avant, base sur l'experience en laboratoire s'avere benefique, en particulier pour les filles. Quinze pourcents des etudiants sondes ont continue dans un programme de physique, ce qui est plus que la moyenne de moins de 10 % rapportee par Nicholson et Mulvey (Roster of physics departments with enrollment and degree data, 2013. Focus on: American Institute of Physics. 2016. Available from https://www.aip.org/sites/default/files/statistics/rosters/physrost15.1.pdf). La presente etude nous donne une perspective canadienne sur le choix de diplomer en physique ou non, ce qui manquait dans la litterature. Les resultats du sondage pourraient influencer les cours de physique de premiere annee, de facon a ameliorer le taux de retention. [Traduit par la Redaction] Mots-cles : statut de la physique, etudiant de premier cycle, enseignement de la physique, pratique reflechie, experience pratique., Introduction Physics degree programs have long been thought to be difficult and elitist [1-3]. But in an increasingly technological society, physics education is more important than ever, for all learners [...]

David Galenson's bifurcation of creative types is well-founded across several strata of the traditional fine arts. According to Galenson, experimental innovators outwardly express their creativity at a later age after long periods of development. I reason that many of the students in undergraduate classrooms are experimental innovators, since there are rich examples of both experimental and conceptual creativity across a variety of academic disciplines. While physics is often viewed as a discipline overly populated with conceptual innovation, undergraduate instruction within the discipline is historically associated with qualities that hinder creativity, which may be an especially harsh environment for experimental innovators. With the intention of developing a more creative environment, the physics program at Roanoke College has cultivated an atmosphere where students have responded with increased participation, increased graduation numbers, and arguably a recovered sense of their innovative potential. To draw connections between the programmatic changes and student response, I first provide curricular and structural examples of implemented measures by the Roanoke physics program that accord with the increases observed. Second, I offer some philosophical considerations that undergird the pedagogical scaffolding and posture the curricular alterations. These considerations guide the implementations themselves as well as motivate the faculty within the program. Third, I extend the inquiry into the boundaries drawn regarding failure, and the question of expertise within the undergraduate science curriculum. Keywords Science education, science education philosophy, pedagogy, curriculum, physics, creativity development, Trajectory The proliferation of research studies, both qualitative and quantitative, pertaining to creativity and creative development is personally staggering. Consider the Partnership for 21st Century Learning review document on creativity [...]

With the main goal of understanding how and why university physics majors use educational internet resources, we conducted a cross-sectional survey of undergraduate and graduate physics students attending 20 universities across Canada. The survey probes how intensively students at different academic levels rely on various forms of internet resources, such as online texts, videos, and online courses to supplement their physics education. The results imply that the internet can effectively facilitate autonomous, self-driven learning, but submersion into completely online courses is not popular. This report presents the survey results, interpretations, and ideas for how university instructors can take advantage of the growing volume and quality of online physics resources. Key words: physics education research, online resources, university students, autonomous learning, cross-sectional survey. Dans le but de mieux comprendre comment et pourquoi les etudiants universitaires en physique utilisent les ressources educationnelles sur internet, nous avons complete une enquete transversale aupres des etudiants de tous les cycles academiques dans vingt universites a travers le Canada. Cette enquete sonde l'intensite avec laquelle les etudiants des differents cycles academiques comptent sur les sources variees de ressources internet, comme les textes en ligne, les videos et les cours en ligne afin d'ameliorer leur formation en physique. Les resultats montrent qu'internet peut effectivement faciliter l'apprentissage autonome et motive, mais tres peu d'etudiants ne comptent que sur ces sources. Ce rapport presente les resultats et leur interpretation, ainsi que des idees sur les facons dont les enseignants universitaires peuvent profiter de la quantite et de la qualite grandissantes des ressources en ligne sur la physique. [Traduit par la Redaction] Mots-cles: recherche en education de la physique, ressources en ligne, etudiants universitaires, apprentissage autonome, enquete transverse., 1. Introduction The internet and other computer-based technologies offer enormous opportunities to restructure higher education. For the current university students, electronic resources are essential for learning. The internet provides a [...]

Programmes from high school through to graduate school are aiming to keep more women and people from underrepresented groups in the physical sciences.Programmes from high school through to graduate school are aiming to keep more women and people from underrepresented groups in the physical sciences., Author(s): Nicola JonesAuthor Affiliations:Boosting the number of students from underrepresented groups in physics Physicist Mary James chairs an American Institute of Physics diversity task force. [see PDF for image]Credit: Anna [...]

Energy is a phenomenon that cannot be created or destroyed, but can be changed from one form into another. Electromagnetic induction is a good example where the same principle of energy conversion is applied. The induced current resulting from electromagnetic induction is related to some physical variables. These variables can change either directly or inversely proportionally to each other. However, semi-structured interviews with 20 pre-service physics teachers have shown that these relations are quite complex. For these reasons, pre-service physics teachers have some difficulty in establishing these relations and therefore they are at different understanding levels. Within the scope of this study, understanding levels of pre-service physics teachers about electromagnetic induction were determined. Key words: alternative conceptions, knowledge structure, magnetic induction, understanding level, pre-service physics teachers. L'energie ne peut pas etre creee ni detruite, mais peut etre transformee d'une forme en une autre. Nous soulignons ici un exemple en particulier, celui de l'induction electromagnetique ou s'applique ce principe de conservation de l'energie. Le courant induit qui resulte de l'induction electromagnetique est relie a certaines variables physiques. Ces variables peuvent changer soit directement, soit inversement les unes par rapport aux autres. Cependant, des interviews informels avec 20 futurs enseignants de physique montrent que ces relations sont assez complexes. A cause de cela, les futurs enseignants ont de la difficulte a etablir ces relations et par consequent, leurs niveaux de comprehension sont inegaux. Notre etude vise a determiner quantitativement le niveau de comprehension de l'induction electromagnetique chez un echantillon de futurs enseignants de physique. [Traduit par la Redaction] Mots-cles: conceptions alternatives, induction magnetique, niveau de comprehension, futurs enseignants de physique, structure du savoir., Introduction Knowledge has undergone change and improved over time as well as many things we have around. Accumulation of knowledge, which changes and improves, in fact, has cleared the way [...]

This paper describes the development and field test of the Laboratory Data Analysis Instrument (LDAI), aimed at diagnosing first-year students' understanding of data analysis procedures. The design of this student-centered instrument is based on difficulties related to students' data analysis skills required in an introductory physics laboratory. Difficulties were determined from previous literature, observations in laboratory classes, and interviews with students. The LDAI is single-context based, consisting of 30 multiple-choice and true/false questions embedded in a real laboratory report from a real laboratory. It was validated by seven experts: three physics professors, one science education lecturer, and three experienced laboratory instructors. Administration to 77 participants resulted in a Cronbach's alpha of 0.702. The LDAI is a promising step toward having a valid and reliable diagnostic instrument that can be used by laboratory instructors in undergraduate physics labora Key words: university instruction, physics laboratory, laboratory data processing, experimental errors, uncertainties. Nous decrivons et testons sur le terrain l'Instrument d'Analyse de Donnees de Laboratoire (LDAI) qui cherche a diagnostiquer chez les etudiants de premiere annee leur comprehension de l'analyse de donnees. La conception de cet instrument, centre sur l'etudiant, est basee sur les difficultes reliees aux habiletes en analyse de donnees requises dans un cour d'introduction de laboratoire de physique. Les difficultes sont identifiees a partir de recherche dans la litterature, d'observations en laboratoire et d'entrevues avec les etudiants. Le LDAI est cible et consiste en 30 questions a choix multiple ou en vrai/faux dans le cadre d'un vrai rapport de laboratoire d'un vrai laboratoire. Il a ete valide par sept experts: trois professeurs de physique, un maitre de conference et trois moniteurs de laboratoire experimentes. Son administration a 77 participants a resulte en un coefficient alpha de Cronbach de 0.702. Le LDAI est une etape qui promet d'etre un instrument de diagnostique valable, qui peut etre utilise par les professeurs de laboratoire de physique de premier cycle. [Traduit par la Redaction] Mots-cles: enseignement universitaire, laboratoire de physique, traitement des donnees de laboratoire, erreurs experimentales, incertitudes., 1. Introduction Data processing is a central element of science in general [1] and is of particular importance when working in the science lab. In addition to its intrinsic value, [...]

Physical Science Day at The University of Texas-Pan American (UTPA), in collaboration with the Edinburg Consolidated Independent School District, has been designed, developed and implemented to address an identified fundamental [...]

8:00 AN APPROXIMATION METHOD FOR THE SOLUTIONS TO NONLINEAR OSCILLATOR EQUATIONS OF MOTION. (1) Kale Oyedeji (1) and Ronald E. Mickens (2). (1) Morehouse College, Atlanta GA 30314-3773 and (2) [...]

Collaboration between two biologists and a physicist resulted in the example of tattooing being used as a motivator to support discussion across several scientific fields (cell biology, microbiology, human health, and physics). Although often viewed as self-destructive and rebellious in the Western world, tattooing has a deep and rich history full of meaning, for example as a rite of passage. Our main objective was to use a culturally relevant topic as a way to increase student engagement and learning while linking biological phenomena and physics. We describe this experience and provide a brief background on how the art and history of tattooing can aid in teaching young biologists. Key Words: Tattoo; cell death; sterility; apoptosis; cell biology; microbiology; physics., Television shows like A&E's Inked and TLC's Miami Ink and LA Ink reflect the increasing popularity of tattoos in today's culture. One of the most recent fascinations with tattooing is [...]

We investigate the understanding of mechanical waves in a class of second-year physics majors at a Canadian university. We administered a previously-developed diagnostic test (Wittmann. Ph.D. thesis, University of Maryland. Unpublished. 1998.) pre- and post-instruction to second-year students, and pre-instruction to a group of first-year students. We find that common misconceptions identified in previous studies involving students in first-year physics courses persist among our second-year students, although the fraction of students holding these misconceptions decreases with instruction. We also find that application of wave concepts becomes more consistent, and that the correlation between the students' own perception of their understanding and their diagnostic test scores increases significantly as their level of instruction advances. We describe two tutorial exercises developed to address areas in which conceptual understanding is weak. PACS Nos: 01.40.Fk, 01.40.Ha, 46.40.-f Nous analysons la comprehension des ondes mecaniques chez des etudiants de seconde annee dans le programme de physique d' une universite canadienne. Nous avons administre un test diagnostique precedemment developpe (Wittmann. These de Ph.D., University of Maryland. Non publiee. 1998.) avant et apres formation chez des etudiants de seconde annee et avant formation chez des etudiants de premiere annee. Nous trouvons que les frequentes idees preconcues identifiees chez les etudiants de premiere annee persistent chez les etudiants de deuxieme annee, meme si la fraction de ces etudiants qui continuent d'y croire diminue avec le niveau de formation. Nous trouvons aussi que l'application des concepts ondulatoires devient plus coherente et que la correlation entre la perception des etudiants de leur propre comprehension et leurs resultats dans notre test s'ameliore significativement avec le niveau de formation. Nous decrivons deux tutoriels developpes pour sonder les regions du savoir dans lesquels la comprehension des concepts est faible. [Traduit par la Redaction], 1. Introduction The physics of low-amplitude, linear, mechanical waves is routinely taught early in the undergraduate physics curriculum. An understanding of simple waves is fundamental to many more advanced topics [...]