This paper reports on a study of electron runaway for a nonideal plasma in an external electric field. Based on pseudopotential models of nonideal fully and partially ionized plasmas, the friction force was derived as a function of electron velocities. Dependences of the electron free path on plasma density and nonideality parameters were obtained. The impact of the relative number of runaway electrons on their velocity and temperature was considered for classical and semiclassical models of a nonideal plasma. It has been shown that for the defined intervals of the coupled plasma parameter, the difference between the relative numbers of runaway electron values is essential for various plasma models.

Physics is a difficult subject in which to trigger interest in pupils, particularly in junior high school classes: this reflects in the results of maturity exams. Therefore, teachers, educators (and authorities deciding on CV contents) should search for new efficient methods, techniques, and contents corresponding to particular topics in physics. What can be done at the level of a single university (even if big) or school is to enrich standard lessons with new elements and observe how the responses of pupils change. In this article, the results of an implementation of interactive plays and games are presented for enhancing pupils’ interest and rate of understanding in physics, astronomy, and engineering. The games were designed by authors and the contents were developed jointly at Nicolaus Copernicus University, Poland and al-Farabi Kazakh National University, Kazakhstan. Implementation was carried out both in schools (a secondary school in Almaty and one primary school in Torun) and in extra-school (secondary school students in Almaty, elementary and secondary school students in Torun, during university-based activities) environments. A preliminary analysis of the didactical efficiency is given. We observed a positive reception of the majority of the didactical means that we proposed. These observations will serve us for further (and possibly permanent) enrichment of forms and contents of teaching physics and astronomy.

We present high-angular resolution observations, conducted with the Atacama Large Millimeter/Submillimeter Array (ALMA) in Band 6, of high-excitation molecular lines of ${\mathrm{CH}}_3\mathrm{CN}$, CH₃OH, and the H29$\alpha$ radio recombination line, towards the G333.6-0.2 ultracompact (UC) H ii region. Our observations reveal three hot molecular cores: A, B, and C, where emission is detected in ten components of the $J=14\to 13$ rotational ladder of ${\mathrm{CH}}_3\mathrm{CN}$ and in the CH₃OH $J=5_{1,4}\to 4_{1,3}$ transition. Rotational diagram analysis of ${\mathrm{CH}}_3\mathrm{CN}$ reveals excitation temperatures ranging from 380 to 430 K. First-order moment maps of ${\mathrm{CH}}_3\mathrm{CN}$ and CH₃OH reveal distinct velocity gradients in all cores, suggesting rotating structures, with core A also showing evidence of expansion motions. The H29$\alpha$ recombination line shows a linewidth of $30.2\pm 0.12$ km s⁻¹, dominated by dynamical and thermal broadening, indicative of large-scale motions in ionized gas. Analysis of the ionized gas properties yields an electron density of $(4.8\pm 0.4)\times {10}^5$ cm⁻³, an emission measure of $(1.23\pm 0.06)\times {10}^9$ pc cm⁻⁶, and a Lyman continuum photon flux consistent with an O5–O6 V (Zero-Age Main Sequence; ZAMS) star. Our results suggest that G333.6-0.2 is in an intermediate evolutionary stage between hypercompact (HC) and ultracompact (UC) H ii regions, hosting active high-mass star formation with rotating hot cores and ionized gas dynamics.

The primary objective of this research is to assess the impact of GeoGebra software, an instructional tool incorporating augmented reality and sensing technology, on both the academic achievement and the learning experience of pupils in the context of teaching physics. The study aims to gather insights from pupils regarding their perspectives on augmented reality. To achieve these goals, a mixed-method approach was utilized. The findings of this study suggest that learning environments incorporating augmented reality can be effective tools for teaching physics. Augmented reality provides a unique way to enhance the learning process by introducing visual and textual elements that can make abstract concepts more tangible and engaging for pupils. This technology can help pupils overcome their fear of physics, stimulate their curiosity, and make the subject matter more appealing. Additionally, the study highlights the potential of augmented reality to improve academic achievement, especially in areas where pupils struggle to grasp complex concepts. It can offer a more realistic and interactive learning experience compared to traditional classroom settings, which can lead to better comprehension and retention of physics principles. The use of augmented reality in physics education appears promising, and further research in this area could provide valuable insights into how to leverage technology to enhance the learning experience for pupils in various subjects. Pupils engaged in activities integrated with augmented reality displayed increased participation, greater comfort, and improved ability to address subject-related questions, heightened self-confidence, and achieved higher academic success in physics. Augmented reality should be viewed as a standalone learning environment for physics instruction and as a supplementary tool to enhance the traditional laboratory setting. Keywords: teaching physics, teaching methodology, high education, augmented reality, applications for teaching physics.