A Resource for Using Real-World Examples in the Physics Classroom
Bibliographic record
Abstract
Physics Teaching for the 21st Century (://c21.phas.ubc.ca) is a free online resource for teachers who are interested in teaching physics concepts in real-world contexts. The materials on this site were developed by a team of physics faculty and graduate and undergraduate students at the Department of Physics & Astronomy, University of British Columbia, based on issues of great current concern—reusable energy, climate change, and medical advancement. Topics on the website also focus on applications of physics in the natural world around us. There are currently about 70 different topics on the website and it is not possible to justly give a sense of the website in total here. Instead we will present one complete example of the resources available on our website and show how it can be used in the classroom or in lecture. The example discussed here1 is suitable for a first-year university course and focuses on diffraction through a circular aperture and Rayleigh's resolution criterion by looking at the effect of pupil size on the minimum angle of resolution. The original idea came from reading a book on zoological physics,2 and a short example was later found in a first-year physics textbook.3
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.002 | 0.007 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.329 | 0.137 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".