The Physics Educator

The study of isolated two-level systems (e.g. paramagnetic salt) is an integral part of every statistical mechanics coursework at undergraduate level. However, the thermodynamical properties of such a system are usually explained with very brief introduction to the degeneracy associated with the levels. Therefore, in this study, we revisited the macroscopic properties such as entropy, temperature and specific heat of a degenerate two-level system (both symmetric and asymmetric cases). We believe that this simple and analytic calculation may give very useful insight to undergraduate students.

We live on a huge sphere. When the sum of interior angles in a triangle is greater than $180^{\circ }$ and each point has a different local vertical, we must use spherical geometry. Euclidean and non-Euclidean geometries are non-equivalent systems, with their own premises and completely different foundations. The use of any logic and tool from orthogonal into non-orthogonal realities (and vice versa), leads to big errors. Newtonian concepts are treated as absolutes in classical mechanics. Content analysis shows that even recent physics publications have inadmissible distortions in the description of natural phenomena in the domain of classical mechanics, inherited through the utilization of the Euclidean model. The whole objective reality has been presented using the tools of Euclidean geometry. When we use the tools of spherical geometry to examine the same phenomena, we get very different findings. The Law of conservation of energy appears as the most efficient tool for the evaluation of these significantly different findings. It confirms the validity of the new discoveries presented in this paper and gives legitimacy to the whole project! Classical mechanics becomes more consistent with the conservation laws of Physics, and the subject’s coherence is lifted to a significantly higher level.

In this research, we provide a simple way to determine the equations of magnetic and electric field lines in any point using flux analysis. We believe that this technique will be understandable for undergraduate students because the required mathematical skill is quite simple. Moreover, this is also much simpler compared to the usual methods involving complex analysis or integration of the first-order differential equation of the field lines. In this method, we just need to know the vector field generated by the source and find the flux passing through a surface using basic calculus. We calculate the flux which goes through a surface and equate it with another surface having the same flux which is regarded as a constant. Therefore, we obtain the relation between the coordinates $x$ and $y$ in a single equation. We give several examples of the cases in electrostatics and magnetostatics as demonstrations.

Science is a systematic method for understanding nature, encompassing facts, concepts and principles, as well as the process of discovery through observation and experimentation. In physics education, it is crucial to provide students with opportunities to observe and experience the scientific process, both in laboratories and in natural settings. Contextual learning, employing an interactive approach bridging theory and practice, helps students grasp concepts more effectively. This research was conducted at Universitas Negeri Manado using experimental methods, employing a pre-test and post-test design to evaluate basic physics learning through a modified jigsaw method. The findings indicate a significant improvement in student learning outcomes following the implementation of an integrated instructional design combining practical activities with natural contexts. Pre-test and post-test data were analyzed using tests for normality and $t$-tests, demonstrating the effectiveness of this method in enhancing mastery of physics concepts. In conclusion, integrating practical activities and natural contexts in learning can enhance student outcomes in basic physics courses.

In this paper, the author will discuss the diode–resistor circuit and how such a simple circuit with only two components has no analytical solution in terms of standard elementary functions. Furthermore, the author will introduce a novel approximate solution for the problem in terms of elementary functions for practical applications. The derivation will only rely on algebraic manipulations and some properties of elementary functions. The paper will be of interest for undergraduate students as well as general physics instructors.