United States

Phoebe Sarah Marks was born on 28th April 1854 in Portsea, UK and was one of eight children. Sarah had a hard childhood but was very gifted and was helped by several benefactors. She attended Girton College, Cambridge studying mathematics; she passed her Tripos in 1880 but Cambridge did not award her a degree. While at Cambridge, she invented a sphygmomanometer. She obtained a London University degree a year later and began teaching. In 1884, she started a course on electricity at Finsbury Technical College, presented by Professor William Edward Ayrton; they were married a year later. Her career flourished and she made other valuable inventions. She was a committed suffragette. She died of blood-poisoning on 26th August 1923. 
It is now only two years to the centenary of her death, so we may expect to hear much more of her remarkable life in the near future.


AAPT SM 21

Hertha Ayrton (1854-1923): physicist, inventor, engineer and suffragette.

suffragettes

ripple-marks

electric arc

invention

history of physics

women in physics

biography

Join AAPT and Physics Educators worldwide in developing and strengthening your professional connections by attending the 2021 AAPT Virtual Summer Meeting. AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques.

Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. Attending the virtual summer meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.

Please log in with your AAPT account or register for the event if you haven't already.

If you are registered please note that you need to be logged in with your AAPT email / credentials in order to get access.

technical paper

The transition to remote or hybrid laboratories was difficult for many institutions that primarily relied on in-person instruction. After my own research as well as conversations with colleagues and peer institutes, I have compiled a summary of the different techniques I have seen employed at different institutes to accommodate remote and hybrid laboratory styles. I hope this summary is helpful to anyone still struggling with moving their labs into an online world.

Laboratory Strategies in a Hybrid World

The COVID-19 pandemic caused nearly all colleges and universities to transition in-person courses to an online format. In this study, we explored how the rapid transition to online instruction during the COVID-19 pandemic affected students with disabilities. We interviewed 66 science, technology, engineering, and math (STEM) undergraduates with disabilities at seven large-enrollment institutions during Spring 2020. We probed to what extent students were able to access their existing accommodations, to what extent the online environment required novel accommodations, and what factors prevented students from being properly accommodated in STEM courses. Using inductive coding, we identified that students were unable to access previously established accommodations, such as reduced-distraction testing and note-takers. We also found that the online learning environment presented novel challenges for students with disabilities that may have been lessened with the implementation of accommodations. Finally, we found that instructors making decisions about what accommodations were appropriate for students and disability resource centers neglecting to contact students after the transition to online instruction prevented students from receiving the accommodations that they required in STEM courses during the COVID-19 pandemic. This study illuminates current gaps in the support of students with disabilities and pinpoints ways to make online STEM learning environments more inclusive for students with disabilities.

Challenges with Online Course Delivery for STEM Undergraduates with Disabilities

In introductory physics courses summative assessment is usually carried out with rigorous on-paper exams that are proctored and manually graded. When instruction was switched to the remote mode in 2020, in my large-enrollment College Physics Courses, implementing authentic online assessments posed significant challenges - for example, how to maintain the rigorousness? How to assess the problem-solving process rather than the final answers to ensure fair grading? How to make online exams equitably accessible to all students? How to minimize academic integrity violation? In this presentation, I will share the techniques I use to create customized online assessments and the tips for administering online assessments.

Implementing Authentic Online Assessments in Large Enrollment Introductory Courses


In the Summer of 2020, due to COVID-19, institutions either canceled or remotely hosted their NSF REU programs. We carried out a 16-week longitudinal study examining the impact of these fully remote research experiences on mentees’ psychosocial gains (e.g. sense of belonging). We studied the phenomenon of a remote research experience from the standpoint of the mentees (N=10) and their mentors (N=8), who were each interviewed seven and three times, respectively (94 total interviews). All mentees reported that this experience was highly beneficial and that they developed a sense of belonging and identity, despite working remotely -- often from their own bedrooms. Mentees developed a sense of belonging through making scientific contributions and through their communication and social interactions with other group members. Additionally, our results demonstrate that mentees’ research identity particularly developed through taking responsibility for their work and seeing it valued by others.


Impact of virtual REU experiences on sense-of-belonging and identity.

In May 2020, our University decided to proceed with remote teaching in fall 2020 due to the COVID-19 pandemic. As a result, I spent the spring and summer of 2020
redesigning my first-year physics course on mechanics for remote teaching. Since I have mainly done face-to-face teaching in the past, it was a monumental task to rise
to the challenge posed by this sudden disruption caused by the pandemic to in-person teaching and learning. I attended many workshops and programs to get ideas to meet this challenge. In the redesign, I focused on multiple factors with the overarching aim of maximizing student learning and its social aspects. In this presentation, I am excited to share how all these efforts came together in the form of a new functional course design, and what role my pre-pandemic experience played in coming up with this new course design.


Redesigning a first-year mechanics course for remote teaching during Covid-19

Undergraduate research is a critical component of student engagement and retention and the pandemic has challenged us to be creative and adapt. Our colleges have been engaging in collaborative projects for years, establishing a working relationship across campuses, so we were able to leverage this experience to continue working with students on a sounding rocket payload and other projects. The first few months, all work stopped, but we were able to utilize that time to plan. Allowing students to work at home kept the projects alive, weekly journaling kept them communicating and zoom check-ins kept them engaged and accountable. Support from Colorado Space Grant was pivotal in switching to a virtual model, without their support we would not have been able to do robotics and aerospace projects. Burnout is an issue for both students and faculty, as we have supported the stressful struggles of students while going through similar issues.

Community College Student Research Projects in the Time of COVID

We reflect on the transition of our Technology Enabled Active Learning (TEAL) introductory physics courses – large-scale, general requirements – from fully in-person to fully remote during the Spring ’20, Fall ’20, and Spring ’21 semesters. First, we discuss the resources and tools we leveraged and consider their impacts on our course design; key resources included existing interactive content from parallel MOOC courses, randomized online formula response assessments, and video/audio/board collaboration tools. Next, we describe how the fully remote mode informed our structural changes to the course, such as increasing active engagement during class, lowering the stakes of graded components, and promoting group work and community. In addition, we catalog the modifications made to the workflows and collaboration strategies employed by our team of instructors, TAs, and course developers. Finally, wherever possible, we evaluate the impact of these many modifications to our performance as a team, the student experience in the course, and the instruction and learning achieved.

Remote Active Learning for Large-Enrollment Introductory Physics

As universities adjust to the COVID pandemic, many educational outreach efforts transitioned to the virtual world. In this presentation, I will discuss the challenges faced by university-based, student-led virtual physics outreach to middle school and high school students who were in remote and in-school environments. By collaborating with large STEM collectives, after-school programs, and partner schools, physics outreach efforts from our chapter of the Society of Physics Students led to audiences up to over 130. Successful strategies implemented included the use of accessible physics demonstrations using household materials, hands-on participation by target audiences, virtual tours of laboratories, an interactive Q & A forum, virtual games, and the participation of STEM Career speakers from diverse backgrounds.


Lessons from Student-led Virtual Physics Outreach Efforts during the Pandemic

The pandemic forced educators of instructional physics lab classes to rethink how labs are taught. We targeted introductory modern physics labs for remotification. When exploring the photo-electric effect, diffraction and interference, gamma-ray absorption, atomic spectra, and the Franck-Hertz experiment, which all involve sophisticated equipment, students engage primarily by pressing buttons, turning knobs, and reading displays. We were able to adapt and motorize classroom equipment for nearly equivalent remote engagement at relatively low cost. This was possible using consumer-grade technology that has matured over the last 15 years, namely 3D printing, single-board computers, webcams, and open-source programming libraries. In this presentation, we will demonstrate how students view and control our apparatus through a website and discuss elements and principles that have been key for successful deployment and student learning. Such remotified experiments may have post-pandemic relevance by providing students easier access to costly equipment, transcending constraints of space and time.


Remotification of Five Introductory Modern Physics labs for ~$1k apiece

I describe a directed reading course intended for Physics and Astrophysics majors on causes of, manifestations of, and ways to address underrepresentation. Students examined their own identities, and designed community projects to promote inclusivity in our department.

Premium content

Hertha Ayrton (1854-1923): physicist, inventor, engineer and suffragette.

Downloads

Next from AAPT SM 21

Laboratory Strategies in a Hybrid World

Similar lecture

The Uncelebrated Arab Genius