Assessment of Lab Recommendations - Analyzing and Visualizing Data
Share your strategies for assessing student data analysis and visualization skills at any level, introductory to advanced laboratory. The AAPT Lab Recommendations are being expanded to include possible assessment of the learning outcomes. A wide scope of example assessments is being sought from the AAPT community. Data analysis and visualization skills assessed may include, but not restricted to, students being able to: use a computer to do basic data analysis, plot data appropriately and extract information from their plots, quantify the uncertainties of results in a reasonable way, use and interpret methods for data visualization, use statistical methods to analyze data, critically interpret the validity and limitations of the data, fit data and extract physical quantities from fit parameters, and compare experimental results to mathematical models, computational models, or simulations.
Assessment of Lab Recommendations - Communication
The AAPT Recommendations for the Undergraduate Physics Laboratory Curriculum came one in 2014. Since that time significant work has been done to implement these recommendations. In this session, participants will discuss ways to assess learning outcomes for communication, one of the focus areas of the lab recommendations. Assessment of various forms of communication will be discussed (reports, presentations, lab notebooks, peer-to-peer communication).
Astronomy Education Research
Student understanding – effective teaching strategies – motivational issues – teacher professional development – planetarium research…. If you’re doing Astronomy Education Research, share your results with AAPT through this session. From preliminary results to robust, completed studies, all topics, grade levels, and methodological designs are of interest. Both oral and poster presentations are welcome.
Can Online Labs Effectively Serve undergraduates Post-COVID?
The Post Covid return to in person classes brings with it the natural question: Can Remote labs add positively to the student lab experiences in our physics labs delivered on campus? Another parallel question is: Is there evidence from PER that remote labs can compare to in person and hands on conventional lab equipment in there outcomes? If you can contribute to this discussion, please submit a contributed paper.
In this contributed session we are looking for the use of Physics Apps in student instruction. Do you have a app that has been useful in delivering course content and ideas to students? What type of capabilities does the app have? How have students responded to its use in the course or laboratory setting? If so please share your app with us!
Research Validated Interactive Lecture Demonstrations to Improve Learning in Lecture (and at home)
The results of physics education research and the availability of computer-based tools have led to the development of research validated active learning strategies that have been demonstrated to enhance learning in the introductory physics course. (1), (2) One reason for the success of these materials is that they engage students to take an active role in their learning. This interactive session will demonstrate Interactive Lecture Demonstrations (ILDs) (3) through active audience participation. The session will include ILDs using clickers and video
analysis, and also a virtual version—Home-Adapted ILDs—to be used in distance learning situations. ILDs have been demonstrated to substantially improve conceptual learning.
Teaching Students Machine Learning
How have you been introducing physics students to the exciting field of machine learning? This session invites contributed papers describing efforts small and large to include applications of machine learning in the physics curriculum.
Teaching the IPLS Course
We are soliciting contributed posters on new pedagogies and resources for the course on Introductory Physics for the Life Sciences (IPLS). Please consider submitting a poster on your work in the IPLS course involving labs, problems, assessment tools, simulations, resource material, … or any other aspect of the IPLS teaching/learning environment.
Using and Contributing to the Living Physics Portal
Share your experiences using or contributing to the Living Physics Portal, the dynamic repository for searchable curricular materials on physics of life and health. If you found ideas or materials from the Living Physics Portal that you adapted for your own use, please share your adaptations. If you used some materials as is, please share how you used them. If you contributed curricular materials still under development to the Community Library, only accessible to registered educators, please share your development trajectory and if feedback was helpful. If you contributed to the Vetted Library, open to everyone, please discuss your materials and your experience with the submission and vetting process. If you contributed an instructor resource, please discuss your resource materials.
What Would I Do Differently?
Looking back on previous years teaching physics what would the contributor do differently if you were a beginning (1-5 years), current/veteran, retired physics teacher.
- 21st Century Physics in the Classroom
- 30 Demos in 60 Minutes
- Assessment, Grading, and Feedback
- Astronomy Education Research
- Batteries Included: Reimagining apparatus and labs using lithium batteries
- Career Options for Undergraduate Physics Majors
- Category Name *
- Computational Physics and Data Science
- Curriculum and Instruction
- Data Science for Undergrads
- Data Visualization in a Planetarium
- Demonstrating Climate Change
- Droning on: Demos and Labs Using Drones
- Effective Practice for Retaining Physics Majors: HS to PhD
- Effective Practices in Educational Technology
- Equity Practices and Articulation
- First Year Labs - Apparatus, Tricks, and Tips
- Gender Issues in Teaching Physics
- General Topics in Teaching Physics
- High School Share a Thon
- History of Geophysics
- How Diversity, Equity, and Inclusion issues impact physics learning/teaching
- HS Show and Tell - Short Presentations of Things That Work
- HS Teacher Training and Continuing Support
- Impacting Program and Institutional Change
- Inquiry in the K12 Classroom: Myths, Facts and How -To
- Integrated Physics For the Life Sciences
- International Physics Teacher Preparation
- Intro Astronomy for Non-Majors
- Introductory Physics Courses - Calculus Based
- Long-term effects of COVID on Undergrad Ed.
- Lower Division Astronomy Courses and Labs
- Machine Learning with Undergraduates
- Make and Take HS
- Making Connections: AAPT and HS Teachers of Physics
- Neutrinos in the Classroom
- Peer Review Research Done by TYC People
- Physics on the Road and Art of Demonstration
- Physics outside the classroom and Lab - Interdisciplinary work
- PhysTEC and Get The Facts Out: Addressing the Physics Teacher Shortage
- Pre-College: Informal Physics Teaching and Outreach
- Professional Development for Instructors
- Research on Diversity, Equity, and Inclusion in Physics Teaching
- Science literacy & Public Understanding of Science
- Teaching Advance Labs (Beyond First Year)
- Teaching and Learning Physics - Pre-High School
- Teaching Graduate Physics Courses
- Teaching HS Physics for Rookies
- Teaching in the Large Lecture Classroom
- Teaching Physics at Two Year Colleges
- Teaching the IPLS Course
- Teaching Upper Division Undergraduate Courses
- The Changing Graduate Admissions Landscape
- The Sick Sensor: Off Label Uses for New and Old Sensors
- Upper Division / Graduate Astronomy Courses and Labs
- Using Amateur Radio Support with Physics Topics
- Using Technology to Enhance Teaching
- Work in Content Understanding, Problem Solving, and Reasoning
- Work in Interdisciplinary Spaces