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Title (Insert your title here. Please use bold lower case in Arial 16pt)

Author 11,2, Author 21 (you may have as many authors and addresses as you like) [Times New Roman 11pt]

1Example: Department of Physics, National Universty, Street 1 No. 100. Colonia1, C.P. 16,200, México D. F. [Times New Roman 10pt]

2Example: Faculty of Sciences and Education, Distrital University, Carrera 3 No. 26 A-40, Bogotá, Colombia.

E-mail: autor1@ (email of the corresponding author) [Times New Roman 10pt]

(Received ####, accepted ####) The correct dates will be entered by the editor.

Abstract

This is where the abstract should be placed. It should consist of one paragraph giving a concise summary of the material in the article below. Each paper must be preceded by an abstract presenting the most important results and conclusions, preferably no longer than 10 lines. An abstract in English is necessary. It is preferable not to use footnotes in the abstract or the title; the acknowledgments of funding bodies etc. are to be placed in a separate section at the end of the text. [Times New Roman 9]

Keywords: Up to three keywords should be supplied. Example: Conceptual errors on force, Physics Education Include PACS numbers, Classical Mechanics teaching [Times New Roman 9]

PACS: Include PACS numbers [Times New Roman 9]. Check in: . ISSN 1870-9095

I. INTRODUCTION [Section headings should be separated from the text preceding it by two vertical space of about 10 pt and by 10 pt from the subsequent text. Title should be set in Times New Roman 11]

[Times New Roman 10] This document contains the instructions for the authors of the manuscripts. You can delete our sample text and replace it with the text of your own contribution. Page numbers are included at the bottom of the page for your guidance. The final pagination of the volume will be done by the Publisher. The first issue of Latin American Journal of Physics Education (LAJPE) ISSN 1870-9095 appeared in September 2007, see . The journal is peer-reviewed and sponsored by the Latin American Physics Education Network (LAPEN) .mx. LAJPE is published four times yearly (March, June, September and December). The journal is distributed freely using an email list and also it can be downloaded free of charge from the LAJPE website in PDF format.

The submissions must be well written. Papers may be comprehensive reviews or reports of original investigations that make a definitive contribution to existing knowledge. The content must not have been published or accepted for publication elsewhere (except in the form of an abstract or as a part of a published lecture, review or thesis), and papers must not be under consideration by another journal. LAJPE accepts papers in Spanish, English, and Portuguese. For regular papers the Editorial Board suggests a maximum extension of 15 pages for the contributions. The manuscripts exceeding 15 pages must be divided in Part I and Part II, in the case of reviews the extension can be up to 30 pages.

The sections of the journal are: 1) Letters to Editor, 2) Notes and Discussions, 3) Research papers, 4) Reviews, 5) Book reviews, 6) Meetings on Physics Education.

The submitted papers will be refereed by two active and anonymous researchers, and only original and scientifically accurate papers will be accepted for publication. The journal only accepts electronically submitted manuscripts in Microsoft Word, according to the journal style (font Times New Roman, size 10 pt, with single space and two columns). It is also important to reproduce the spacing of the text and headings as shown here. Please preserve the style of the headings, text font and line spacing in order to provide a uniform style for the journal. Paragraphs should have its first line indented by about 0.25 inch except where the paragraph is preceded by a heading, a formula, a table or a list. Subsections should be numbered by capital letters A, B, C,…, and the title should be set in lower case in bold Times New Romans 10 pt.

The contributions must be sent to the electronic address ceml36@ or lajpe@.mx. It is suggested that the authors use the present MSWord template.

The journal is supported by CICATA-IPN, LAPEN and private funding. The Advisory International Board and Editorial Board are formed by distinguished Professors and Researchers of many countries and members of the International Commission of Physics Education (ICPE-IUPAP).

II. FIGURES

The figures must be inserted in the body of the manuscript and supplied as separate files. It is best to embed the figures in the text where they are first cited, e.g. see Fig. 1. Please ensure that all labels in the figures are legible irregardless of whether they are drawn electronically or manually.

The figure caption should be written as in the following examples:

[pic]FIGURE 1. [Times New Roman 9] It is shown the two energy levels of the atoms in a infinite crystal. At ao the energy band are separated by a gap.

[pic]

FIGURE 2. Initial cycles for the angular velocity ω showing a non-harmonic movement.

III. TABLES

The tables should be numbered in the order of their first appearance with roman numbers. The tables must have a descriptive title which should make the tables intelligible without reference to the text. The title must be inserted in a line at the beginning of the table [Times New Roman 9]. The table must be written in [Times New Roman 9]. The structure should be clear, with simple column headings giving all units. For the inner lines of the table, it looks better if they are kept to a minimum. The tables should be designed to have a uniform style throughout the paper.

Example:

TABLE I. Mean size of the particles as a function of the grinding.

|Grinding time (min) |Mean size (μm) |

|2.5 |315 |

|5 |185 |

|8 |128 |

|30 |46 |

|45 |34 |

|60 |27 |

IV. EQUATIONS

Equations should be centered and numbered consecutively, as in Eq. (1). An alternative method is given in Eq. (2) for long sets of equations where only one referencing equation number is wanted.

Mathematics should be prepared using italics. Equations should be neatly formatted, punctuated, and aligned to bring out their structure, and numbered on the right. The size of the numbers and symbols must be equal to that of the text.

Examples:

If the quantities [pic] and [pic] are the matrix elements located at [pic] and [pic], and [pic] and [pic] stand for the states [pic] and [pic] of the atom m, then the integrals [pic], [pic], and [pic] are generally different from zero. The Bloch Theorem set up a linear combination of the atomic states:

[pic] (1)

[pic] (2)

V. LIST

The basic model makes the following assumptions:

It should be emphasized that, although high technology is, by itself, no panacea, it can be very advantageous when it promotes interactive engagement, as in:

• Computerized classroom communication systems (see, e.g., Bruff, D. [32] and Hake [33].

• Properly implemented microcomputer-based labs [30].

• Computer-implemented tutorials [34].

• Just-in-time teaching [35, 36].

The metacognitive dimension of TADIR corresponds to the Review step (R) and can be used as a test in two ways:

1. To scrutinize the practical scaffoldings applied for chaining ideas while unfolding the solution procedure, and

2. To examine how the readers understand the discourse showing how the solution was obtained.

VI. CONCLUSIONS

The conclusions must notice the new and remarkable contributions of the paper. Also the suggestions and shortcomings of the manuscript must be pointed out.

ACKNOWLEDGEMENTS

If you wish to acknowledge funding bodies, people, etc., the acknowledgments may be placed in a separate section at the end of the text, before the References.

Examples: This work was supported by UCM project No. 23852. Author 2 is supported by the fellowship NSC-232423. This work was supported partially by Research Project SIP-20060859, etc.

REFERENCES

References should be listed numerically at the end of each manuscript. References in the text are indicated by full-sized Arabic numerals enclosed in square brackets.

References should be numbered in the order in which they are referred to in the text. The numbers of the references should be given in square brackets.

Examples:

In recent times the Active Learning of Physics has been considered by Brown [1], some authors pointed out that this method encourages the group collaboration [1, 2, 3]. These results can be reviewed in [3], or according with [4], etc…

The references should consist of: Name(s) and initials, title (in italics), journal or book, volume (in bold face), the page numbers and date published. For books, include the publisher and town of publication.

Examples:

[1] Brown, E., The Schrödinger cat, (Pearson Education, New York, 1997).

[2] Jackson, J. D., Classical Electrodynamics, 3rd Ed. (Wiley, New York, 1999), p. 748.

[3] Committee on Conceptual Framework for a New K-12 Science Education Standards and National Research Council, A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (The National Academies Press, Washington DC, 2011).

[4] Abraham, M. A., Epistemology of teaching motion, Am. J. Phys. 12, 952-968 (1992).

[5] Hee, H. and Drummond, D., Students conceptions on Classical Mechanics, Phys. Rev. E 54, 896-903 (2003).

[6] Crouch, C. H. and Mazur, E., Peer Instruction: Ten years of experience and results, American Journal of Physics 69, 970-977 (2001).

[7] Quiroz, J., , visited on September 20, 2007.

[8] Scherr, R. E., An investigation of students understanding of basic concepts in special relativity, Ph.D. dissertation, unpublished manuscript, (Department of Physics, University of Washington, 2001) , available in .

[9] Magnusson, S., Krajcik, J. and Borko, H., Nature, sources, and development of pedagogical content knowledge for science teaching, in Examining Pedagogical Content Knowledge, edited by Gess-Newsome, J. and Lederman, (Kluwer Academic Press, Netherlands, 1999), pp. 95–132.

[10] Swackhamer, G., Cognitive Resources for Understanding Energy, unpublished manuscript, (2005), , visited on January 1, 2017.

[11] Millar, R., Teaching about energy, The University of York 1853426261, 1-21 (Departament of Educational Studies, York University, 2005).

[12] Lucy, L., Correlations Between Students Performance on Assessments and Teachers’ Knowledge of Students and Energy, Electronic thesis, (University of Maine, Orono Maine USA, 2013), , visited on January 1, 2017.

[13] Wittmann, M. C., Alvarado, C. and Millay, L. A., Teacher responses to their multiple goals for teaching energy, AAPT Physics Education Research Conference, PERC Proceedings doi:10.119/perc.2015.pr.090, 379-382 (2015).

APPENDIX

The appendix should be placed in a separate section at the end of the text after References. It is preferable not to have Appendices in a brief article, but if more than one Appendix is necessary then set headings as Appendix A, Appendix B, etc.

Note: Very large figures and tables should be placed on a page by themselves.

FIGURE 3. Direction of the magnetic field produced by the heart currents.

Important note: To put the above figure it is necessary to use the instruction of MSWord “insert/salt/continuous” at the end of the text, leave a space and then to use the instruction of MSWord “format/columns/one”. After a section break must be inserted and then to use “format/columns/two.

The findings are supported by Kalkanis et al. [7] and Singh [8] who proposed solutions for students’ insufficient knowledge of mathematical background of quantum physics. The quantum physics curriculum needs to be revised to dedicate four semesters toward this end. Moreover, if the structure of the physics curriculum permits we should study quantum physics concepts over six semesters. Otherwise, students are not able to keep up with the way it is currently handled. To summarize, physics department in colleges should be given the opportunity for spending more time for quantum physics concepts than the one in the current curriculum.

In order to achieve the desired level of students’ conceptualization of quantum physics, earlier classes and instructors shouldn’t take the whole responsibility. The solution to those problems requires additional courses in the curriculum to prepare students more. This modification can be easily achieved with the aid of two new mathematical physics courses purposefully intended to provide necessary mathematical tools for quantum physics courses. Both courses should be offered to sophomore level students in the physics department and desirably by physics faculty member experts on quantum physics. 16 research articles were reviewed for the current study. Out of 16, seven articles were conducted in pre-university level and remaining nine investigated concepts of quantum physics studied in university classrooms.

In secondary school environment, one of them dealt with teaching strategies for quantum physics course and conceptual difficulties (e.g. abstract side and heavy mathematical content in quantum physics) experienced by the pre-university student in United Kingdom as a teaching model [6, 9, 10]. Others studied how students make efforts to accommodate the concepts of quantum physics into their conceptual frameworks and the ontological and epistemological status of theoretical entities, and explored students’ Implicit or underlying dimensions of reasoning [11, 12]. On the other hand, the second section reviewed literature in college environment. The studies mainly focused undergraduate students’ understanding difficulties and misconceptions they experienced in quantum mechanics courses [8, 13].

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