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This summer provided an opportunity to innovate amid the pandemic. Andrews University’s Department of Physics developed an entire series of labs that were completed with equipment that was cheap enough to supply to each student. Pre-recorded lectures were combined with remote, concurrent small-group learning assignments and laboratory exercises to reach students in our summer intensive physics course with the largest ever enrollment. A real laboratory experience, while being away from campus combined with easy access to professors increased student engagement.

AAPT WM 21

An accelerated physics course remotely with SGLs and physical labs.

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intensive

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. The program featured plenary speakers, sessions, workshops and many special activities.

For more information please visit the 2020 AAPT Virtual Summer Meeting page at: https://www.aapt.org/Conferences/SM2020/index.cfm.


AAPT SM 20

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. 

technical paper

AAPT® is a strong professional physics science society dedicated to the pursuit of excellence in physical science education.

Winter and Summer National Meetings:
These National Meetings, held each winter and summer, are opportunities for members, colleagues, and future physicists from around the world to:

- participate in physics workshops
- meet and greet other physics educators
- form networks nationally and locally
- engage exhibitors and learn about the latest physics resources
- discuss innovations in teaching methods
- share the results of research about teaching and learning.

If you're not able to log in, you're most likely using **incorrect login credentials**. Double-check that you are using the same email and password that you used to register for the conference, submit your abstract or access your AAPT membership. There may also be **an issue with your AAPT meeting registration**. Please email aapt2021@underline.io and programs@aapt.org and we will work quickly to resolve this issue.

It is well known that in his pursuit of “ Cosmic Harmony ,” Johannes Kepler believed that the planets were singing musical scales as the speeds of their orbits varied. In no small part because of his Laws of Planetary motion , we now know that these varying speeds are due to orbital eccentricities. It turns out that the eccentricity of the orbit of each planet known in Kepler’s time can be used to calculate the numerical frequency-ratio for the musical interval spanned by the scale Kepler believed each planet was singing. This talk will provide some background on&nbsp;&nbsp;Kepler’s ideas about “Cosmic Harmony,” the mathematics of musical intervals and scales and describe the derivation of the expression used and report the results.

Kepler’s Cosmic Harmony, Orbital Eccentricities & Musical Intervals

Teaching astronomy remotely is a challenge. While many activities and programs are available on-line, students are not guaranteed to have the needed Internet access or bandwidth. Active learning also becomes a problem if students cannot interact with fellow students or instructors in person. A modern version of an ancient instrument called the astrolabe can be used for several backyard projects, from analzying the orbit of the Moon to the apparent retrograde motion of the planets. We show how to construct and use an astrolabe and discuss potential lessons.&nbsp;

Backyard Astronomy during a Pandemic

Even before the current pandemic, astronomy labs at Saint Anselm College had to plan for the many cloudy nights that would prevent a trip to the observatory. In the fall semester of 2019, the indoor lab component centered around the educational video game, “At Play in the Cosmos,” which lets students simulate performing astronomical measurements from their spaceship. This was incorporated into the labs using spectral tubes and simulations to introduce new concepts before they came up in the game. With the shift to online learning in 2020, the video game became the centerpiece of the labs once again, providing the students with guidance that is not available in an asynchronous teaching environment. In this session, I’ll share some of the techniques used to assess student learning with the video game in the lab and online.

Cloudy Night? Astronomy Labs Using Physics Demonstrations and a Videogame

As one of the oldest sciences taught, astronomy penetrates to all aspects of society:&nbsp; science, culture, religion, timekeeping, and exploration.&nbsp; And the topic coverage in the domain of astronomy is grand, the entire universe in fact.&nbsp; In this sense, there could be a whole lot to memorize as a novice astronomy student. In fact, there is so much material one could memorize, that an effective astronomy class should probably have a highly constrained amount of memorization at all because,&nbsp; at its very essence, astronomy is not something you memorize, astronomy is something you do.&nbsp; In short astronomy is a verb.&nbsp; The folk wisdom of how to teach astronomy as a culture-encompassing science that is action oriented has been developed over many generations, but by and large that wisdom gets lost. AstroNotes is decades long archive of the collected wisdom for teaching astronomy as something students do rather than memorize.

AstroNotes: Where Astronomy is a Verb

Scientific researchers across all disciplines are routinely faced with ethical dilemmas in their work. To help strengthen their ethical reasoning skills, they are encouraged to take online training programs (e.g. CITI program, the Office of Research Integrity’s “The Lab”). We argue that these programs will be more effective if they are better aligned with how working scientists think about these dilemmas. The main goal of this study is to investigate how research professors think about ethical issues in their own work. In this study, we interviewed fifteen scientists from several disciplines asking how they conduct their research and then presented several different case studies involving ethical dilemmas. We analyze these interviews by focusing on the goals and values the scientists express in their ethical reasoning about these cases. This work will inform future development of ethics education programs.

Scientists Views on Ethics in their Research

In the Spring of 2020, in response to the COVID-19 pandemic, many colleges and universities transitioned to a new modality of teaching that we refer to as `emergency remote teaching' (ERT). As ERT is likely to continue through the Spring of 2021, we seek to learn about the student experience with ERT in order to better inform ERT instruction. Building from student responses to a survey administered in the Spring of 2020, in this talk we discuss the development of and student responses to a new ERT survey administered in the Fall of 2020 and sent to hundreds of physics departments across the US. We asked students to share their experiences with lectures, labs, exams, and other elements ERT in their physics courses to hear from students about what worked well (and what didn’t), and what got better since ERT in the Spring (and what got worse).

Student Experiences with Emergency Remote Teaching in Fall 2020

The APS Effective Practices for Physics Programs (EP3) project team surveyed department chairs nationwide to assess the status of physics-degree-granting departments (modeled in part on the DELTA survey design pioneered by Ngai et al 2020). These results inform the development of the EP3 Guide on effective departmental change, assessment practices, and program review. The respondents (N=310) reported perceiving the assessment of student learning and departmental program outcomes as currently largely driven by compliance and not leading to valuable change. The chairs also indicated that their vision for an ideal department was significantly misaligned with their current modes of operation. The change strategies with the most potential for improvement were 1) engaging multiple stakeholders and 2) using data effectively. These gaps highlight opportunities for growth where leaders’ motivation to align their department practices with their ideal values may be channeled toward supporting cultures of assessment and effective change.

Cultures of Assessment and Change in US Physics Departments

To improve the teaching practices used by STEM graduate teaching assistants (GTAs) who lead student-centered lab and recitation&nbsp;sections, STEM departments need to improve the training GTAs receive. In our study, seven physics “mini-studio” (combined recitation and lab) GTAs participated in three to four practice teaching sessions with a mixed-reality classroom across two semesters. During each practice session, GTAs were prompted to practice implementing student-centered teaching strategies into their discussion about a lab or recitation (tutorial) activity&nbsp;with a virtual class of five avatar-students. To assess the effectiveness of the simulator training, we also observed GTAs teaching in their real classroom two to three times each semester. In this talk, we investigate which teaching strategies GTAs implemented in two different classroom settings (recitation&nbsp;and lab). We also discuss the frequency of each teaching strategy used and provide examples to inform GTA professional development.

Comparing GTAs’ use of teaching strategies in recitations and labs

The APS Effective Practices for Physics Programs (EP3) project team surveyed department chairs nationwide to assess the status of physics-degree-granting departments (modeled in part on the DELTA survey design pioneered by Ngai et al 2020). As part of this survey, department chairs were asked to reflect on threats, unrelated to the Covid-19 pandemic, to the continuity of their programs. These threats included financial strain, reductions in personnel, and deprioritization by administration. Of the survey respondents (N = 310), 45.2% reported experiencing a moderate or severe threat, which is substantial and concerning. A majority of departments facing threats were unlikely to consult outside resources when addressing the threatened actions. Resources developed by professional societies paired with collective responses from the larger physics community may be needed to support these departments in addressing threats.

Prevalence and Nature of Threats Facing U.S. Physics Departments

Access to high-quality, advanced physics instruction in high school can open pathways for students to attain university STEM degrees by preparing them for gate-keeping undergraduate physics courses. However, access to advanced high school physics instruction is not universally available. In response, the Physics Education Research Group at University of Illinois at&nbsp;Urbana-Champaign&nbsp;created the&nbsp;partnership program&nbsp; Illinois Physics and Secondary Schools (IPaSS), bringing together Illinois high school physics teachers to participate in intensive PD experiences structured around award-winning, university-level instructional materials (such as the iOLab wireless lab system, and web-based, “flipped” platform, smartPhysics ). Within the framework of a community of practice, teachers adapt, adopt, and integrate high-quality, university-aligned physics instruction into their classrooms, with the goal of opening more equitable, clear and viable pathways for students into engineering. This talk provides an overview of the partnership program and presents preliminary findings from the first intensive summer teacher PD session.

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Kepler’s Cosmic Harmony, Orbital Eccentricities & Musical Intervals

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