We focus on the commonly observed S-shaped anomaly, or S-kink, in the I-V characteristics of silicon-based solar cells. Three representative material silicon-based photovoltaic systems were studied, including: crystalline silicon (c-Si), multi-crystalline silicon (mc-Si), and amorphous silicon (a-Si: H), to systematically analyze the microscopic physical mechanisms of the S-kink under different device structures and interface conditions. By introducing concepts such as energy band engineering at interfaces, interface-state-induced potential barriers, charge accumulation, and carrier recombination behavior, the study reveals that band misalignment, Fermi level pinning, and high-density defect states are the fundamental causes of carrier transport barriers leading to S-kink. In terms of teaching practice, this work proposes integrating the S-kink phenomenon into the college physics experiment curricula, and establishes an inquiry-based instructional model that combines experimental measurement, theoretical modeling, and numerical simulation. The methodology aims to cultivate the students' ability to infer microscopic mechanisms from macroscopic observations, build quantitative models, and utilize simulation tools for parameter extraction and device performance optimization. Through cross-comparison among different material systems and experimental conditions, the students can develop a comprehensive understanding including device structure, material properties, interface physics, and electrical output response. The study deepens the physical insight into non-ideal behaviors in the photovoltaic devices and offers a practical and pedagogical framework for the reform of advanced college physics experiment courses.

Data processing and uncertainty evaluation in experiments constitute a critical component of university physics experiment education for cultivating students' scientific literacy and practical skills. This topic is also one of the most challenging aspects in university physics experimental teaching. This paper concisely introduces fundamental concepts of measurement errors, their classification, and rules for using significant figures. It further covers three common statistical distributions in error analysis and their confidence levels. The study elaborates on measurement uncertainty evaluation methods based on China's National Standard GB/T 27418-2017, including: Principles for evaluating Type A and Type B standard uncertainty components; Calculation procedures for combined standard uncertainty; Uncertainty propagation formulas for indirect measurements; and Application scenarios of the t-distribution and expanded uncertainty.

Taking the teaching of “College Physics Experiments” at Beijing University of Science and Technology as an example, a digital MOOC teaching model for college physics experiments has been formed through continuous exploration and teaching feedback. By utilizing online methods such as MOOC, simulation experiments, real-time data post-testing systems, and reporting systems, a teaching mode combining online asynchronous SPOC courses with offline synchronous experimental courses, as well as an operating mode of mixed online and offline experimental teaching, has been formed for students in our school. Organic integration is implemented in student preview, interactive learning, personalized guidance for operation, data verification, report submission, online Q&A, and various evaluation and process tracking assessment methods that organically combine process assessment and outcome assessment are implemented to achieve personalized, digital, and interactive intelligent learning for students, thereby improving their learning interest and quality. In addition, the synchronous teaching mode combining MOOC and simulation for students from other schools and social learners is effective, allowing practical courses to break through campus boundaries and have certain promotion value.

Physics experiments have natural advantages on ideological and political education, which can help students bring up the patriotic feeling and lay foundation for their objective, enterprising, and pragmatic word-view and life-view. In order to cultivate high-quality innovative talents, we proposed the retroactive teaching method for the college physics experiment course. The new development of modern science and technology is introduced into the content of physics experiment course to stimulate students' desire to explore and create, and to dig deep into the ideological and political elements in physics experiment, so as to open up the relationship between the development of cutting-edge science and technology, basic physics principles and phenomena, and curriculum value guidance, and explore the trinity education mode of knowledge imparting, ability improvement and value shaping of physics experiment. Taking the ‘Hall effect’ experiment as an example, this paper explores the method of integrating ideological and political elements into the physics experiment course based on the backtracking effect teaching method.

In order to promote the reform of the College Physics Experiment curriculum system under the new situation, and to push forward the cultivation of “high-quality and innovative talents” at an advanced level, the research group on “Retroactive Teaching Method for College Physics Experiment” in University of Science and Technology Beijing has proposed the retroactive teaching method for the course. This teaching method introduces the latest developments in modern science and technology into the curriculum and explores retroactive teaching methods. The research team started from experimental phenomena, guided students to trace back basic physical concepts, principles, and phenomena, and organized physics experiment contents accordingly, stimulating students' desire to explore and create, and thus comprehensively enhancing their learning ability. The research team has conducted a comprehensive deepening of the College Physics Experiment curriculum system from multiple perspectives, including laboratory construction, new textbook and new experiment arrangements, undergraduate scientific and technological innovation projects, and the combination of experimental courses with the latest scientific research frontiers. These practices stimulated our students to change from being told “you must learn” to saying “I wish to learn” on their own initiative. As a result, a series of significant teaching achievements have been accomplished.