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We generalize traditional problem-based learning (PBL) to problem driven interactive learning originated from Socrates. The aim is to teach students how to approach the unknown, by finding, posing, analyzing, and solving problems through student centered interactive learning, in which asking questions actively by students is the key point of teaching process. As a result of interactive learning, both teachers and students are satisfied with the unprecedentedly high level of learning in both their online and face-to-face high-frequency interaction.

AAPT WM 21

Problem Driven Interactive Learning

asking questions

problem driven

interactive learning

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technical paper

During the spring semester under Covid-19, following online courses on data evaluation, three modules were offered in the “fundamental physics laboratory” for about 900 freshman students. During their study at home, students were first asked to carry out a project on single pendulum with suitable components, followed by possible improvement and a review session. In the second module, videos on 4 different labs were offered online. Students should watch the video and finish the data evaluation provided as a file. In May, students returned to the campus and finished another four labs in NORMAL teaching laboratory. During the whole semester, students had discussion with teachers and TAs in WeChat groups. A survey was carried out after the course, more than 70% of the students preferred to have labs in laboratory. More detailed results from the survey, as well as hints for teaching lab improvement, will be reported in this talk.

Evaluation the Learning Experience of Lab Courses During the Pandemic

The standardization for the general projects in the courses of college physical experiments can help constructing and improving the teaching of college physical experiments in different type of universities and colleges. The standardization for each project consists of scientific background, the multi-level experimental tasks (including basic, enhanced, advanced and challenge), ability training, knowledge tips, connecting subject, and subsequent and extended experiments et al. Each university/college can choose different experiment based on their characteristics and assemble different tasks from same project for students with different subject and class hours each experiment. This work will introduce the progress of the college physical experimental standardization in China. &nbsp;

College Physical Experimental Standardization in China

This talk will discuss the &nbsp;first steps of the NSF-funded development of a new type of active-learning introductory physics curriculum – one directed for pre-health students, integrated with multiple, appropriately-placed videos by biomedical professionals and geared toward a study of the relevance of biomedical applications of physics. Curriculum is designed to fill two main needs:&nbsp; 1) provide students with an introductory biomedically related curriculum that stresses the importance of physics as a basic science relevant to medicine, and 2) provide faculty unfamiliar with biomedically related interdisciplinary content with a coherent active-learning physics curriculum that can be implemented in multiple educational environments. To research transferability, implementation is being conducted in introductory physics classrooms at both a small, liberal arts university and a large public university and will be assessed for student content learning and attitudes toward learning physics.&nbsp; All developed curriculum will be contributed to the Living Physics Portal.

Development of an Active-Learning, Multimedia, Biomedically-Relevant Introductory Physics Curriculum

The use of a biomedically relevant active-learning curriculum for pre-health introductory physics has the potential to increase students’ engagement with the curriculum by relating physics concepts to their future career interests. My focus in this talk will be on the development of learning activities and assessment questions to support active-learning in an NSF grant-funded biomedically relevant physics curriculum, initial implementation of the mechanics curriculum in a studio-style classroom, and the benefit of this work to my pedagogical growth in teaching physics. I will provide insight into the implementation of this curriculum, informal assessment of students’ attitudes toward the curriculum, and how I have adapted it to a hybrid classroom during the pandemic, demonstrating curricular flexibility for student and faculty use both in and out of the classroom.&nbsp;

Initial Implementation of Biomedically-Relevant Introductory Physics Curriculum

Traditionally the study of energy in the mechanics portion of introductory physics has focused on clean, idealized scenarios where thermal energy plays a negligible role (balls on ramps, pendula, masses on springs, Atwood’s machines, etc…) These scenarios are often far removed from the energy systems which capture student interest in the “real world” or in the life sciences. Once you introduce living beings into the system for energy analysis it is difficult to keep everything idealized and thermal energy becomes an essential player. This presentation will provide audience members with a chance to engage in and discuss an activity which challenges learners to think creatively and rigorously about physiological energy. Students at Seattle Pacific University delve into this challenging activity in the fourth week of introductory physics and tap into a wealth of intuitions and bodily experiences with energy. Supported in part by NSF grants DRL-122273 and DRL-8211.

Getting hot, messy and personal with energy from the start

In recent years, there has been a significant growth in the curricular resource available to instructors teaching Introductory Physics for the Life Sciences (IPLS) courses. The development of the Living Physics Portal site has helped faculty engaged in curricular redesign of our IPLS courses build a shared sense of community, while also providing excellent curricular materials for modification use and in our courses. In this talk, I will share my experiences participating in the Living Physics Portal community. Using examples from scaling laws, mechanics and electrostatics, I will describe how curricular materials from the portal have helped student engagement in my IPLS courses. I have also participated in the portal’s “curriculum swap” working groups where faculty from across the U.S. and beyond discussed and shared ideas on course design, pedagogical methods, and instructional challenges in physics courses. This talk will reflect on the opportunities and challenges in these community-building initiatives.

Building Community and Better Pedagogy through the Living Physics Portal

In 2019 Los Angeles Pierce College, with support from NASA's Minority Undergraduate Research and Education Program, developed a new Introduction to the Solar System Lab course to support the already existing, similarly-titled, lecture course. In this lab course students:&nbsp;use video games (PlanetMechanic, Kerbal Space Program, and Universe Sandbox) to explore the universe on their terms;&nbsp;observe 30+ different meteorite&nbsp;hand samples including some from Mars and the Moon;&nbsp;3d print original designs&nbsp;and build lego robots,&nbsp;then combine their knowledge in both topics to develop a miniaturized model of a mission to a destination in space based on a mission design they create from NASA JPL's game Astrobiobound. We discuss the&nbsp;first semester of the course (Fall 2019) but the Spring 2020 semester was canceled part way through due to an inability to fully transition online after COVID.

Los Angeles Pierce College/NASA MUREP Solar System Lab

When pondering the question of whether or not life exists elsewhere in the galaxy , Enrico Fermi asked his now famous question ”If they are out there, why aren’t they here?”” Towards the end of a large enrollment one – credit, semester - long course on ”Aliens,” students were asked which of the three general answers:&nbsp;1-We ARE alone; 2-We ARE NOT alone and they are NOT here; or 3-They ARE here , but we don’t KNOW it; they subscribed to and&nbsp; why . The responses were then used to create a&nbsp; Fermi Paradox Survey&nbsp; in which students were asked again to choose one of the three general answers then choose from possible reasons fashioned from common student responses in the “Aliens” course. Results from the “Aliens” course and the Survey’s use in a more general astronomy course covering the solar system, exoplanets and life will be discussed.

A Fermi Paradox Survey

Are we alone? Humans have been asking this question throughout history.&nbsp; &nbsp; We want to know whether there is life beyond the Earth and whether any of it is intelligent.&nbsp; Since the middle of the twentieth century we have had tools that permit us to embark on a scientific exploration to try to answer this old question.&nbsp; &nbsp;We have discovered extremophiles in the most unexpected places on this planet and we have discovered that there really are far more planets than stars out there.&nbsp; We haven’t yet found life beyond Earth, but there is a vast amount of potentially-habitable real estate to explore. As we look up and look out, we are forced to see ourselves from a cosmic perspective; a perspective that shows us as all the same, all Earthlings.&nbsp; This perspective is fundamental to finding a way to sustain life on Earth for the long future.&nbsp;

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