United States

At Western Washington University, labs for the calculus- and algebra-based physics courses were converted to an online format for Spring quarter 2020 in response to the COVID crisis. Two different implementation formats were used. One involved required synchronous lab sessions facilitated by a TA, a lab worksheet that served as a learning resource but was not a graded assignment, and a subsequent postlab quiz based on the lab worksheet. The other involved an optional synchronous lab session, a lab worksheet that was collected and graded as a required assignment from each student, and no postlab. In this talk, we describe these formats, report on student participation rates and engagement levels, and share student self-reports of learning value and enjoyment from identical surveys administered for each format. We find that leaving synchronous participation optional resulted in substantially lower participation rates.

AAPT SM 20

Comparison of student participation and experience for two online lab formats

online lab

optional or required synchronous lab

student engagement

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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. 

Case Study on the Computational Experiences of High School Physics Students

Modeling spring coupled pendula with measurements and eigenvalue analysis

Integrating the Three Dimensions of the NGSS into Rubric Design

Models of State Level 3D Science Assessment Reform

Assessing Cross-disciplinary Understanding of Energy Concepts

Infusing Your AP Physics Curriculum with Service Learning

Throughout the Little Shop of Physics’ (LSOP’s) 29 years, we’ve shared informal, hands-on science education with over 600,000 K-12 students. This success has been — and continues to be — possible thanks to over 4,000 undergraduate volunteers and interns. All the interactive experiments we take to schools across the country are built and maintained by undergraduates at Colorado State University. These same undergraduates have primary responsibility for interacting with K-12 students during LSOP school visits. Our volunteers and interns come from all majors and backgrounds; this diversity benefits the volunteer and intern cohort, the LSOP, and the K-12 students we work with. In turn, during their time at LSOP, volunteers and interns learn marketable skills, acquire conceptual physics understanding, and belong to an inclusive campus community. Undergraduate involvement is at the heart of LSOP’s ongoing cogency; it keeps the program harmonized to current needs of K-12 students.

Sharing to Learn: Undergraduate Experience in Little Shop of Physics

Bringing Scientific Practices (SP), Core Ideas (CI), and Crosscutting Concepts (CC) (aka three-dimensional learning), into college courses raises the need for assessments that can elicit students’ competencies in engaging in those dimensions. The Three-Dimensional Learning Assessment Protocol (3D-LAP) provides criteria for each SP, CI, and CC to characterize and develop assessment tasks to elicit evidence of students’ engagement in each dimension. How can we make inferences about students’ abilities to engage in SPs? We articulate a methodology to explore student abilities to intertwine the SP of Using Math with physics concepts at introductory level. We developed tasks that can elicit Using Math along with a CI (and CCs) and gave them to students in one-on-one, video-recorded, Think-Aloud interviews. In this talk, we explain this process of making inferences from students’ work products. This work helps us extend this process to the rest of the SPs as a whole.

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Case Study on the Computational Experiences of High School Physics Students

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