United States

This session explains how the Institute of Physics moved all its physics teacher CPD online after over a decade of working directly in schools in the UK and Ireland. Our team of over 50 teacher coaches and IOP colleagues worked in much closer collaboration to support teachers remotely and respond to the new pressures that they were facing. We moved from live support sessions to a blended approach with pre-recorded videos accessed on IOPSpark. There were many deep conversations and a lot of new thinking about what physics pedagogy is vital and lends itself to a short video structure. This session will showcase the greatest hits of the 11-19 videos, including the underpinning education research and technology used. We’ll discuss how these ideas have now been taken back into the physics classroom and what works better on camera than in real life.

AAPT SM 21

Lights, camera, action! From IOP physics coach to Youtuber

coaching

teacher pd

videos

accessibility

asynchronous

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technical paper

Nowadays computation stands alongside theory and experiment as one of the pillars of modern science, which is reflected in the fact that research and industry rely heavily on technology and computation. Therefore, we need to prepare graduates to integrate computation within their underlying discipline. In this study, we look at how academics across the College of Science at an Irish University use computational practices in their research. This will inform the design of a first-year undergraduate science course aimed at emphasizing the relevance of computational practices in science, by introducing them to authentic problems across the areas of science where computation is used and to make students competitive graduates in their respective fields.

A Collaborative Approach to Designing an Introductory Computational Science Course

Computational modeling and video analysis are two powerful tools in the physics classroom for helping students analyze and model real-world phenomena. When we pair the two of these together in one web-based platform, students can use video analysis to construct a computational model that reproduces the data they measure from the video and gain new physical insights and understandings. Pivot interactives is one platform that allows for the integration of video analysis side by side with computational tools like Tychos, Glowscript, and Pyret.


Computational Modeling & Video Analysis in One Easy Environment

Implementing Positive Psychology in International Physics Masterclass with LHC Data

Mission to the moon, rendezvous with the Intl. Space Station are some of the missions students must complete - they will learn orbital mechanics physics and apply what they have learned to launching a spacecraft and traveling to other planets and moons. Presentation also, covers model rocket physics (with and without air) design, simulation and launch using a simulator.

Fun before physics

One of the most promising sources of gravitational waves for the forthcoming LISA observatory are ``extreme mass ratio inspirals'' (EMRIs) : compact objects like a stellar mass black hole falling into a massive black hole, typically with mass ratios of 1 to 1 million. These sources will be important probes of the astrophysical dynamics in the nuclear star clusters of galaxies, as well as provide detailed spacetime maps of the black hole (analogous to satellite geodesy around the earth). EMRIs are expected to have high eccentricities, and when the periapsis dips very near the black hole exhibit an orbit phenomenon known as ``zoom-whirl'' behavior, where rapid near-circular "whirls" are followed by a "zoom" out to apoapsis. These cause a complicated waveform that are useful for mapping out the gravitational structure of the system. Zoom-whirl behavior can be intuitively understood in the context of effective potentials, which should be familiar to students from classical orbital theory in mechanics. Here we demonstrate and explain zoom-whirl orbits using effective potential theory around Schwarzschild black holes, and demonstrate a public tool for visualizing EMRIs from this viewpoint, suitable for use in a variety of classroom settings.

Understanding exotic gravitational wave orbits with effective potentials

Prior research indicates that secondary students perceive quantum physics as a complex version of Newtonian physic. This raises implications for instruction as quantum physics rests on a set of principles that differ drastically from Newtonian physics. The topic need not be complex, but it does require a conceptual framework for interpretation that is incompatible with Newtonian physics. Research shows that this topic can be introduced in a purely conceptually manner but requires careful guidance from the instructor and necessitates a conceptual shift in students from a Newtonian physics framework. As topics like wave-particle duality and quantum technology find more room in physics curriculum developing appropriate instructional approaches for this realm will become increasingly important. This paper focuses on the implications associated with introducing Quantum physics principles in the secondary classroom and the epistemological challenges that arise during instruction on this exciting, yet challenging subject.

Instructional Implications of Introducing Quantum Physics in the Secondary Classroom

One challenge (of many) I faced in moving my ~100-student in-person introductory physics course online was how to effectively integrate a group project into the curriculum. I needed a project that would serve as a collaborative stepping-stone to a broader view of physics, as well as a project that would be manageable to execute and grade in an online setting. Enter the team anthology, a team-based learning technique described by Elizabeth F. Barkley, Claire H. Major, and K. Patricia Cross in their book on collaborative learning techniques. I will share the constraints I faced with my particular class, as well as the adjustments to the idea I made in implementing it in the virtual Spring 2021 semester.

Group project in an online world? Yes, it works!

Any instructor working one-on-one with a large number of students has realized that most students have poor calculator skills. That deficit, along with the wide variety of calculators, makes it difficult to provide useful skills training without being able to exam exactly what calculations the student is performing. We’ve employed a methodology with two different groups of students using Microsoft Excel that enable concrete and specific feedback to students. The classes involved include a general education Physical World course and a more complex Physics for Aviation class. Both classes were offered online. In the general education course, students completed our standard pre/post assessment. In both classes, we also asked that the students complete a self-assessment of their learning gains. Those results along with details of our feedback methodology will be reported here.

Is it time to abandon the calculator?

How do student perceptions about introductory physics correlate, if at all, with student performance, in both remote and in-person learning environments? Previous studies offer an interesting link between students’ perception of the value of the course and their performance: students with lower perceived value at the start of the semester perform better in in-person learning environments, as compared to those offered remotely. Furthermore, no discernible difference in performance between remote and in-person learning environments was detected for students having higher perceived value of a course. These observations suggest that individual student perceptions are more indicative of performance than modality of instruction. We address the interplay between student perceptions and performance outcomes, in introductory physics at West Point.

Remote vs. In-Person Learning: Perceptions vs. Outcomes in Introductory Physics

In the past few years, we have been developing Interactive video-enhanced tutorials (IVETs) which include web-based activities that lead students through a solution using effective problem-solving strategies. The IVETs, which are designed by incorporating multimedia learning principles, are adaptive and provide different levels of feedback and guidance for different students. They also adapt to students’ affect by providing additional guidance to students who indicate they are confused, frustrated, or bored while completing the IVETs. This presentation will showcase our IVET on Thermal Equilibrium and present results from implementing it in a calculus-based course taught online in the past year.

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