We are in the midst of the second quantum revolution that promises future technologies such as quantum computers, quantum internet and next generation of quantum sensors. However, quantum mechanics is an abstract subject, and therefore challenging to teach. To help improve student understanding of quantum concepts, in this workshop, we learned how to use the Bloch Cube, a hands-on educational tool. Bloch cubes can help your students learn key quantum concepts without equations.
An interactive tutorial on using Python to use and analyze climate data. Facilitated by founders for Caribbeans for Climate: Gabriel Rios and Dr. Veeshan Narinesingh .
This engaging session showed what the National Radio Astronomy Observatory (NRAO) can offer you and your students. NRAO is more than just astronomy—we have opportunities for those interested in fields like physics, computer science, engineering, data science, and science education. During this session, participants learned about our student programs, undergraduate curriculum, and citizen science projects created by NRAO.
Facilitator: Valarie Bogan (NRAO)
What does research have to say about what makes an effective textbook? What is the impact of textbook choice on student success? What factors make it more likely that students will actually use a textbook? In this PER-Interest Group session on textbooks, we reviewed some of what research has shown about textbooks and how they are used, followed by a discussion among the participants.
This workshop used aurora and associated data as a way to teach about magnetic fields. The auroral currents in the ionosphere were modelled as current-carrying wires. We worked with Biot and Savart’s law, with wires with current, and with the right hand rule.
Real field data from auroral were obtained from the Magnetic Observatory Network. From the measured magnetic field vector components, your students would be able to determine the direction and the strength of the Auroral currents.
This activity was built by the NASA HEAT (Heliophysics Education Activation Team).
A Learning Assistant (LA) is a near-peer student who works in the classroom to aid in the learning process. LAs differ from teaching assistants; TAs generally assist the teacher (grading, preparing materials) while LAs assist the learner (guided inquiry, working through challenging ideas. Classes with LAs have been shown to improve conceptual understanding and course pass rates. The number of LA programs at two-year colleges (TYCs) is growing. Participants in this interactive session learned about LA programs, and heard from TYC faculty who have incorporated LAs into their teaching toolkit.
Gaming provides an opportunity to immerse students in collaborative problem-solving using their knowledge and reinforcing their identities. In this session, we discussed different experiences with introducing gameplay in physics education: gamifying the classroom, physics-related boardgames, physics-related video/mobile games. Our speaker will share his work in progress on a STEM education tabletop roleplaying game and open the floor for feedback and solicit interest in collaboration.
In this workshop, participants experienced the Matter and Interactions curriculum as students in various breakout rooms, guided by facilitators Aaron Titus and Joe Heafner.
this lively information session shared information on how and what to publish in both AAPT journals: American Journal of Physics and The Physics Teacher. The Editors for each journal, Beth Parks (AJP) and Gary White (TPT) answered questions from participants.
As educators, we would like to prepare our students for 21st century physics careers. Overall, to ensure all students will become successful scientists, physics departments need to be able to provide evidence to make sure that we are reaching these goals. The field of Physics Education Research has made major contributions to various educational practices and materials to reform instruction in order to recruit and retain more students. However, while many research-based instructional strategies in physics have continued to advance, reform in undergraduate physics assessment tools has had limited space in these conversations.
In this talk, Rachel motivated the need for the next generation of physics assessment tools and presented a few projects that the physics education research lab at Michigan State University has been working on. In particular, she discussed their efforts to build a more diverse set of tools to use within classrooms in order to better understand students’ learning as well as how to best support them throughout their time in higher education.
This workshop introduced js9, a web-based image display environment, with archival satellite data that allows students to perform astronomical analysis remotely using their browser. Energy spectra, light curves and much more can be explored, using data from thousands of deep sky objects, spanning the observed electromagnetic spectrum, from infrared to gamma rays. Since this system is platform independent, it is especially useful in the classroom, as well as in distance learning environments.
Facilitator: Pamela Perry
Do you teach introductory astronomy? What are your favorite activities for engaging students and helping them understand astronomical concepts? The OPTYCs PER-Interest Group hosted an interactive sharing session where participants were encouraged to bring their favorite activities to share. The session also included a brief overview of some recent Astronomy Education Research (AER).
Physics Toolbox Sensor Suite (see https://www.vieyrasoftware.net/) is a free Android and iOS mobile app developed for physics teachers and their students to gather data using sensors. Participants in this free workshop learned about more than 25 laboratory experiences that students can do with their smartphones, and explored deeper with one activity with their own smartphone using only a ruler, magnet, and other simple household items. Participants engaged in a discussion about the risks and benefits of allowing students to use smartphones in the classroom or as homework, including evidence from studies supported by the National Science Foundation.
This session by the PER Interest Group was a discussion of engineering education, focusing on factors affecting the persistence and retention of underserved communities of vertical transfer students in engineering. The discussion also addressed how students develop coping mechanisms to be successful and how institutional policies can be developed to support them.
Facilitators: Sindia Rivera-Jimenez, Kimberly Stubbs
Facilitators:
Kris Lui, Tony Musumba, Dean Stocker, Shahida Dar, Alexander Bohn
In this free, virtual workshop we explored practical ways to provide better accessibility for students with disabilities in your classes. These tools, activities, and practices can help all students learn more effectively. We offered tips and tools for accommodations related to mobility, neurodiversity, and auditory and visual impairments. Facilitators for this workshop were participants in a three-day in-person training event in June 2023, Facilitating Accessibility in STEM for Students with Disabilities at Two-Year Colleges.
Facilitators:
Liam McDermott, Erin Scanlon, Jacquelyn Chini
In this session three prominent PER investigators shared some of their findings on disabilities in physics. Each facilitator gave a brief presentation on findings related to neurodivergence and identity, disabling barriers experienced by students, and frameworks that shed light on doing physics as a person with one or more disabilities. The presentations was followed by audience discussions and questions.
Problems with illegible writing, lack of units on physical quantities, inconsistent notation, and logical flow of problem solving steps can all be eliminated by using LaTeX. In this free, virtual workshop, we used LaTeX to write a solution to physics problems following an approach used in a two semester introductory calculus-based physics course at a two-year college. This was the second in a series of workshops on LaTeX. Prior experience with LaTeX is helpful (e.g. watch the first workshop in this series first) but is not required. Creating an account in Overleaf is required to fully participate in this workshop.
Participants worked through a hands-on, guided-inquiry activity that helps students to understand the geometry of lunar and solar eclipses by creating a physical, proportional model of the Earth and Moon system and observing shadows. Facilitators shared astronomy-related resources that can be used in any introductory physics course. The NASA Heliophysics Education Activation Team (NASA HEAT) has created and vetted activities that allow students to investigate imperfect data, which creates a more meaningful learning experience.
Facilitators:
Dwain Desbien, Wayne Manrakhan, Kendra Sibbernsen
In this panel presentation, participants learned about three different models for students conducting research at two-year colleges. Panelists described: a project-based assignment in a course, a course-based undergraduate research experience (CURE), and an extracurricular student research project. Panelists addressed questions of defining research and appropriate projects, recruiting and retaining students, and finding support such as funding.
Facilitators:
Kelly Roos, Nicholas Nelson, Walter Freeman, Tom O'Kuma, Todd Zimmerman, Gillian Lynn Ryan, Christopher Orban, Danny Caballero, Joe Heafner
This was a joint workshop between PICUP and OPTYCs, offered online between July 30, 2024 and August 1, 2024.
Discipline Based Education Research (DBER), such as Physics Education Research (PER), can include powerful tools to inform us on how best to support students in our classes. Studies from DBER are varied, leveraging quantitative, qualitative, and mixed method approaches. They can be overarching or more focused. While DBER is conducted at a wide variety of institutions, published results often focus on studies conducted at R1 institutions that engage particular populations of students. Different types of institutions have different missions, values and objectives and how these institutions engage in DBER work will vary based on community and institution needs and strengths.
In this session, we engaged in a community dialogue around how DBER could be conducted and used at institutions such as Two Year Colleges (TYCs) and comprehensive regional universities. In addition, we discussed our individual, institution, and community goals for work in DBER and how the community could support these goals. As a community we reflected on and articulated values and missions, and used this to guide how we want to engage in DBER individually and as a community.
Facilitators:
Dean Stocker, Peter Schwartz, Jennifer Klay
Parallel Pedagogy is a curriculum that introduces core concepts simultaneously, helping students apply physics to different scenarios. Momentum, energy, dynamics, and kinematics are introduced on the first day of class and build in complexity throughout the term. This pedagogy has shown promising results in conceptual, algebra-based, and calculus-based physics. Every example begins by considering each concept, steering students away from “formula hunting” and toward a concept-driven approach to problem solving. Data show that students have accepted this new system well, shifted toward expert thinking based on CLASS results, and solved problems and performed on the FCI on par with or better than conventionally-taught classes. Students also self-reported that they enjoy physics more than they thought they would.
In this workshop, participants learned about this curriculum, and tried out various associated materials developed by the facilitators, including a free online textbook written by TYC faculty member Dean Stocker. This workshop was free of charge and virtual.
In this short workshop, Dean Stocker and Ruth Benandre discussed what educators are facing in the classroom, policies that have worked so far, and strategies being employed in introductory physics classes to incorporate AI in a positive way. Time was included for participant interaction, discussion and questions.
In this free, virtual workshop, participants learned about a set of introductory college-level physics labs that helps students develop scientific reasoning skills. The series of labs developed by our workshop facilitators and their colleagues follow a theory-evidence coordination framework. As part of this process, a scaffolded approach is used to guide students in best practices in designing and collecting data from their own investigations. Students are then guided to graph their data in Excel and develop a mathematical model that can be used to coordinate with theory or for making predictions. Together, these activities support students to think like scientists.
Do you specifically design labs to teach scientific reasoning and/or critical thinking skills? If so, what do you do? The OPTYCs PER-Interest Group hosted a discussion and sharing session on scientific reasoning and critical thinking in labs. The session started with a brief review of what PER has to say about scientific reasoning and skill-based labs, and a review of the assessment instruments available to measure scientific reasoning. We then opened the discussion to participants to share their favorite activities.
Energy is physics concept that is prominent in many other science disciplines. In the Energy-First physics curriculum, energy is the starting point for the rest of the course. Problem-solving is initially more tractable for students, due to the scalar nature of energy (compared with kinematics or forces). In this workshop, participants learned more about this approach, available supporting materials, and how to implement Energy-First curriculum in their courses.
In this (free and virtual) workshop, participants experienced learning physics through the Investigative Science Learning Environment (ISLE) approach. The ISLE approach helps students learn physics and develop confidence that they can do it by engaging in activities that mirror scientific practice.
How do you introduce fields (electric, magnetic, gravitational) in your courses? What is your go-to activity to introduce this notoriously challenging topic in your classes?
The OPTYCs PER-Interest Group hosted the first interactive sharing session of 2024 on this topic. We started with a brief review of what PER says about the topic, followed by a discussion of some of the popular choices for interactive simulations such as PhET, The Physics Classroom and Web VPython. Participants shared their favorite activities on the subject.
As instructors, we often have a range of goals for our physics labs, from demonstrating key physics principles, engaging students with experimental physics practices, to teaching communication, computation, and collaboration skills. How do we prioritize these sometimes competing objectives and how do we design labs to effectively address our goals? In this presentation-discussion, we discussed how research – and experience – informed our instructional decisions for labs.
In our complete redesign of the Introductory Physics for Life Science sequence at UNC-CH, students spend nearly all their class time in small groups working on activities designed according to PER findings. We also eliminated topics with little or no connection to biology (e.g rotational dynamics) in favor of topics highly relevant to the life sciences (e.g. nonlinear stress-strain). Wherever possible the class activities make use of authentic biological data. The Physics Activities for Life Sciences (PALS) are carefully structured to take students from basic ideas and guide them towards mastery using thought experiments, simulations, and hands-on experiences using equipment that is common in physics instructional labs. In total 54 PALS have been developed, spanning a two-semester course sequence, and are freely available for use at other institutions and can be adapted to suit different course structures.
In this workshop, we described the evidence-based design of these activities, allowed participants to try out a few PALS, and showed how PALS improved student learning gains on concept inventories.
AstroNotes is a regular column within The Physics Teacher that focuses on astronomy content, lessons, and resources that could be useful for physics teachers whose main field of expertise is not astronomy. In this webinar, participants talked with Column Co-Editors Don Smith (Guilford College) and Janelle Bailey (Temple University) about how to write for the column. They provided instructions for column authors, discussed the review process, and answered questions to better prepare participants for submitting their ideas.
In this workshop, The Physics Teacher Editor, Gary White, discussed the general publishing process, and helped participants develop ideas for submission to TPT.
Participants discussed teaching physics for life sciences students, sharing activities or labs they have created. We also briefly looked at some of the research related to Introductory Physics for the Life Sciences (IPLS). This discussion laid the groundwork for a follow-up workshop on Physics Activities for Life Sciences (PALS).
Facilitators:
Bree Barnett Dreyfuss, Jolene Johnson
In this workshop, participants learned how to implement the STEP-UP lesson on 'Everyday Actions in Physics'.
STEP-UP (Supporting Teachers to Encourage the Pursuit of Undergraduate Physics) is an American Physical Society (APS) initiative originally designed to support women and racialized minorities in physics by offering positive lessons during high school classes. Instructors at the post-secondary level have found the lessons effective as well.
'Everyday Actions in Physics' was part of a three-workshop series.
Facilitators:
Bree Barnett Dreyfuss, Alma Robinson
In this workshop, participants learned how to implement the STEP-UP lesson on 'Women in Physics'.
STEP-UP (Supporting Teachers to Encourage the Pursuit of Undergraduate Physics) is an American Physical Society (APS) initiative originally designed to support women and racialized minorities in physics by offering positive lessons during high school classes. Instructors at the post-secondary level have found the lessons effective as well.
'Women in Physics' was part of a three-workshop series.
The theme for this year was introductory physics labs. Participants were encouraged to bring examples of their ideas and favorite lab activities at this sharing session.
In this workshop, we explored our values, and how these shape our interactions. We reflected on how our students' values may affect their relationships with academics, physics, and our classes.
In this workshop, participants learned how to implement the STEP-UP lesson on 'Careers in Physics'.
STEP-UP (Supporting Teachers to Encourage the Pursuit of Undergraduate Physics) is an American Physical Society (APS) initiative originally designed to support women and racialized minorities in physics by offering positive lessons during high school classes. Instructors at the post-secondary level have found the lessons effective as well.
'Careers in Physics' was part of a three-workshop series.
Presented by Society of Physics Students (SPS) this interactive, virtual workshop focused on how to build, grow, and support physics and astronomy clubs at Two Year Colleges. Topics included information on how to get started, best practices, an interactive implementation workshop, setting expectations goals, service learning through outreach, and community building exercises. With no experience required, this workshop highlighted resources and success stories from TYCs around the US. This workshop was supported by SPS and the American Institute of Physics.
In this workshop, well known solar observer, John O'Neal, and a community college astronomer, Matt Cass, presented guidelines for safe viewing of solar eclipses in educational and outreach environments, as well as tips for general solar observing. Participants received ideas for organizing events for the solar eclipses whose paths crossed North America (October 14, 2023 and April 8, 2024).
Facilitator: John O'Neal
LaTeX has a notorious reputation for being difficult to learn and use, and for this reason is avoided by many people despite being a de facto standard for mathematical content since its invention in the late 1970s. According to LaTeX developers, academics are ironically among the worst offenders when it comes to using LaTeX incorrectly. The resulting frustration causes a negative feedback loop that amplifies perceived difficulties. This workshop was designed to show participants how to set up a proper LaTeX workflow using modern tools and how to create a simple, introductory document with the most common features. The emphasis was on preparing to bring LaTeX into the classroom.
Facilitators:
Larry Engelhardt, Marie Lopez del Puerto
Are you interested in introducing computational ideas into your introductory physics class? In this virtual, three-hour workshop on teaching kinematics using spreadsheets, participants were introduced to computational tools available in spreadsheets, and worked on creating and/or modifying examples for their own use. This workshop was a collaboration between PICUP and OPTYCs.
In this 1-hour workshop, participants saw how equity-based questions could be asked in physics classes. Homework-type questions were presented as a related series, leading students to consider issues around equity in physics, illuminating science as a societal endeavor. Participants saw some examples, and had the opportunity to brainstorm and discuss other physics topics where equity-based questions could be asked.
In this mini virtual workshop, we demonstrated how to use the Data Explorer tool on PhysPort.org to score, analyze, and interpret your results from research-based assessments such as the Force Concept Inventory (FCI), and compare to national data. Participants learned how to use the Data Explorer tool and about resources available from PhysPort.org.
Are you looking for an effective tutor-like resource for your students? Interactive Video-Enhanced Tutorials (IVETs) are a freely available, web-based product that guide students through interactive video clips towards expert-like approaches in solving physics problems. IVETs involve branching multiple-choice questions to keep students engaged, and feedback and hints are provided for each incorrect and correct response, much like one would provide during office hours. In this workshop, participants learned about the underlying design for the IVETs, saw a brief overview of the research findings that demonstrate their effectiveness, and worked through several examples. Over 30 tutorials were available, covering most chapters taught within a two semester introductory physics course, and all can be distributed to students using web links or embedding them directly into your LMS.
Facilitators:
Arlene Modeste Knowles, Arlisa Richardson, Mel Sabella, Anthony Escuadro
The TEAM-UP Report highlighted ways to increase student participation in physics. TEAM-UP Together is an initiative to implement the Report's recommendations to better support physics students. In this 3-hour workshop, we learned about key findings from the report, and how to be involved in making physics a more inclusive endeavor!
Each year, the PER community in AAPT gathers to share research insights and discuss ideas and issues at the PER Conference (PERC). With PER's growing interest to involve two-year colleges, this event provided some background into PERC, and ways in which the TYC community can participate.
At this PER Interest Group event, participants discussed the article "Group roles in unstructured labs show inequitable gender divide" by Katherine N. Quinn, Michelle M. Kelley, Kathryn L. McGill, Emily M. Smith, Zachary Whipps, and N.G. Holmes
Phys. Rev. Phys. Educ. Res. 16, 010129 - Published 26 May 2020.
At this PER Interest Group event, participants discussed the paper "Increased learning in a college physics course with timely use of short multimedia summaries"
Spencer Dunleavy, Greg Kestin, Kristina Callaghan, Logan McCarty, and Louis Deslauriers
Phys. Rev. Phys. Educ. Res. 18, 010110 – Published 28 January 2022.
