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How can we achieve our teaching and learning goals in an introductory physics course for non-majors? At CU Boulder we are employing an array of strategies including group work, reformed labs, and two-stage exams. We will also discuss how a department can encourage good teaching by using research-based assessments and teaching circles.

AAPT SM 20

Introductory Physics at CU Boulder

2 stage exams

introductory physics

ipls

The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. The program featured plenary speakers, sessions, workshops and many special activities.

For more information please visit the 2020 AAPT Virtual Summer Meeting page at: https://www.aapt.org/Conferences/SM2020/index.cfm.


The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. 

technical paper

Past research suggests that students’ epistemological framing affects their learning of physics content. In this talk, we will investigate this idea in the context of resource-oriented instructional materials. Resource-oriented instructional materials aim to elicit and build from student resources for understanding physics -- context-dependent “pieces of knowledge” which can be leveraged to develop sophisticated scientific understandings. We will explore a case in which students’ epistemological framing affects their experience of our resources-oriented instructional materials and discuss implications for instructional design.

Student Frustration with Resources-Oriented Instruction: A Sociocultural Lens

Recently, there has been a lot of interest in assessing the gender bias in a number of widely-used conceptual surveys. One recent study by Traxler et al. found several items on the FCI to be biased towards male students. In this work, we examine if the same items are problematic when administered in an online format across different institutions (via the LASSO platform). Using Classical Test Theory (CTT) and Item Response Theory (IRT), we find that most FCI items are substantially unfair to women, supporting the findings of Traxler et al. Additionally, items that had the most bias towards men are consistent with those Traxler et al. suggested removing to reduce the overall gender bias in the FCI.

Evaluating Gender Differences in the FCI via the LASSO Platform

How Can You Light The Bulb? - Student Engineered Electrophorus

Science of Light and Color Presented Through Examining Visual Arts

A van der Waals Phase Transition in a Compact Star

Utilizing Unity as a Classroom Tool for Physics Simulations

We purchased CdSe quantum dots (QDs) of different sizes from a science supply company and used a transmission electron microscope (TEM) to image them. Students can easily examine fluorescence spectra and TEM images of these quantum dots and can use the “particle in a box” model to describe the relationship between radius of QD and emission wavelength. Using the widths of emission lines and Heisenberg’s energy-time uncertainty principle, students can estimate the lifetimes of the excited states of the QDs. We will share some of the results obtained by students. Instructors who are interested in using the TEM images and/or fluorescence spectra may get them by contacting the author.

Using Quantum Dots to Teach Introductory Quantum Mechanics Concepts and Applications

It has been learned over the numerous years of teaching in a real Lab room that Recurrent Study in Labs [1,2] brings flavor and that students love it. It can be easily used in teaching Labs adjusted to a Virtual distant teaching whether the students have equipment in their hands, or they are observing the lab instructor’s operating it. The author practiced it successfully teaching the cadets of The Citadel for a half of the Spring semester in five labs during COVID-19. The concept of the Recurrent Study is based on studying of the property of the event/system experimentally, then using that learned property predicting results of an event at changed conditions while keeping the property of interest non changeable. The predicted value must be checked by an experiment and the error would affect the grade. The proposed aspect was expanded from Physics to other disciplines like, Chemistry, Biology, Geology.

One aspect of Teaching /Learning in a Virtual Lab

The kinetic theory of gases provides a powerful set of mechanistic resources that allows students to reason productively about pressure in gases. We give evidence students (and experts) are lacking similar resources for reasoning about liquids (especially water in an Introductory Physics for Life Science course) and provide initial evidence of some possibly productive resources.

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Student Frustration with Resources-Oriented Instruction: A Sociocultural Lens

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