2015/07/20 by Qing X. Ryan, Steven J. Pollock, Ryan, Qing X. +3
Engineering · Physics and Astronomy · Social Sciences · #Experimental Learning in Engineering #Experimental and Theoretical Physics Studies #FOS: Physical sciences #Physics Education (physics.ed-ph) #Science Education and Pedagogy
paper · pdf · doi:10.48550/arxiv.1507.05604
openalex publication_date 2015/07/20 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
Boundary conditions (BCs) are considered as an important topic that advanced physics under- graduates are expected to understand and apply. We report findings from an investigation of student difficulties using boundary conditions (BCs) in electrodynamics. Our data sources include student responses to traditional exam questions, conceptual survey questions, and think-aloud interviews. The analysis was guided by an analytical framework that characterizes how students activate, con- struct, execute, and reflect on boundary conditions. Common student difficulties include: activating boundary conditions in appropriate contexts; constructing a complex expression for the E&M waves; mathematically simplifying complex exponentials and checking if the reflection and transmission co- efficient are physical. We also present potential pedagogical implications based on our observations.