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Positive Psychology is the scientific study of the strengths that enable individuals and communities to thrive. The field is founded on the belief that people want to lead meaningful and fulfilling lives, to cultivate what is best within themselves, and to enhance their experiences of love, work, and play. Positive Psychology can be used to improve positive learning environment and promote active learning in physics. It can be useful to inspire physics students to have fun with science activities.

AAPT SM 20

Implementing Positive Psychology in Teaching Physics

iowa

student-oriented learning

perma

positive psychology

physics

psychology

active learning

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.


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

Other than traditional lecture demonstrations, there are also many everyday life events, such as car crashes and lightning strikes that also aptly demonstrate concepts in Physics but cannot be easily recreated in class. Today, many of these events are captured on video and are easily available on the internet. To facilitate teachers to find what they need, we classify online videos useful for Physics teaching into six broad categories. Not only are these carefully selected videos useful for illustrating the relevance of Physics to daily life, they also allow students to practice making sense of their observations and identifying the underlying Physics principles at work. Sense-making is key to the learning of Science. We will discuss four key strategies for designing class activities to help students exercise sense-making of the underlying Physics in the videos.

Uncovering Physics Examples from Internet Videos for Physics Lessons

Parallel Pedagogy simultaneously introduces and develops the four mechanics concepts of Momentum, Energy, Dynamics, and Kinematics. We report on how our free, online comprehensive resources supported a first-time mechanics instructor to smoothly adopt this pedagogy. These resources include 100 public videos and a free online textbook/workbook, both of which are interactive through student access via PlayPosit and Perusall, respectively. The flipped format and online interactive resources are also ideally suited for conversion to virtual instruction with Zoom class meetings facilitating peer instruction and relationship-building. Student acceptance of this new model is built by transparently motivating practices with physics education literature and openly sharing the student adaptation experience. We’ll show some positive learning outcomes. Consistent with this learning model, before our presentation please prepare (but come anyway if you can’t): 1) See the video of our model for learning physics: https://api.playposit.com/go/share/225308/32670/0/0/Different-Way-to-Learn-Physics 2) Look over the most recent class: https://canvas.calpoly.edu/courses/22072

Smooth Transition to Concept-Focused Mechanics, Covering Concepts in Parallel

Students know that a simple harmonic oscillator (SHO) has a ‘resonance curve’, and some students even know how to label the axes of a plot showing that resonance curve. The frequency (and amplitude) of a sinusoidal drive force are the main independent variables, and the steady-state amplitude of the SHO’s response is the main dependent variable. But a simple modification to a mechanical SHO can change it from ‘direct drive’ to ‘parametric drive’, and this subtle change has dramatic consequences. First of all, parametric resonance occurs when the drive frequency is not at the SHO’s natural frequency, but nearly _double_ that frequency. Next, there no longer emerges any steady-state amplitude of response, and the right dependent variable to measure is the rate of _exponential growth_ (or decay) of the system’s oscillations. There is also a _threshold amplitude_ for the drive required to give any growth in the response. This presentation features a torsional SHO with a non-contact parametric drive, and shows theoretical predictions and experimental data for its performance. Finally, we connect this parametric drive of a mechanical SHO to some glamorous applications of parametric excitation in modern physics.

What is 'parametric drive' of a simple harmonic oscillator?

We have co-authored a new textbook, “Experimental Physics: Principles and Practice for the Laboratory”, inspired by the 2014 AAPT report “Recommendations for the Undergraduate Physics Laboratory Curriculum”. We discuss the philosophy and organization of the book, and the support that will be offered for remote education, assuming it is needed this year. We also detail aspects that differ from previous texts. For example, ours is written by a team of 17 research-active authors, allowing authoritative writing about techniques relevant to all major areas of physics; detailed instructor manuals are included so that you can confidently teach outside your area of expertise. As of abstract submission, development of remote instruction materials is only beginning. They will include a variety of approaches, such as modifications of some experiments so they can be done at home using modestly priced kits, as well as “choose your own adventure”-style video walkthroughs of other experiments.

A new advanced lab textbook, with support for remote instruction

What happens to aspiring engineers who do not pass their introductory mechanics class? At UIUC, approximately 11 percent of introductory mechanics engineering students earn a D, F, or W. Just 31 percent of these students go on to earn an engineering degree, compared with the 87 percent of students who pass the course on their first attempt. While most students who perform poorly in their introductory physics class choose a non-engineering major or leave the university altogether, there is a unique subset of initially struggling students who choose to persist in an engineering major. We interviewed engineering seniors in this group to learn about their experiences as engineering students who overcame an initial setback. In this talk, we will discuss big-picture outcomes for students who retake this fundamental course as well as insights into the difficulties some students face and what resources may help them succeed.

When the Gatekeeper Says No: Mechanics Students' Resilience and Success

We discuss a simple and novel method due to Müller-Plathe to compute the thermal conductivity and viscosity in a molecular dynamics simulation. The method is easy to explain and provides insight into nonequilibrium steady state processes. The method is discussed in the added chapter to the forthcoming second edition of our text on thermal physics.

Molecular dynamics calculation of thermal conductivity and viscosity

We address two major issues in the methods PER has historically used to interpret student outcomes on research based assessments (e.g., the FCI). First, PER has historically used normalized learning gain (g) as a normalizing factor to interpret student outcome scores. This is problematic because g has no statistical basis and is biased in favor of high pre-score groups. Second, instructors have been comparing their student outcomes to those in the published literature. This is problematic because the published literature overrepresents outcomes from courses in highly-selective institutions. In this talk we will offer two alternative methods for interpreting student outcomes based on our analysis of a large-scale dataset with representation across the spectrum of institution types. Specifically, we recommend interpreting student outcomes using either a scatter-plot of a large-scale course pretest and posttest scores or an effect size measure (e.g., Cohen’s d of Hedges g).

More representative and less biased methods for interpreting student outcome data

Teaching labs during a pandemic:  Lessons from Spring 2020 and an outlook for the future

The presenters will describe a course that was developed to explore themes related to science and religion. The course — “Science and Religion: Anomalies and Miracles” — was team taught by professors of physics and religious studies, and was designed around a unifying question that motivated the course content and discussions: Historically, how have practitioners of science and religion dealt with unexplained or unexpected events? How do particular worldviews inform the way they receive, interpret, or reject novel ideas? We will present a big-picture overview of the course content, as well as some specific lessons and discussions that illustrate the unique approaches that the team-taught structure permitted. We will also discuss the results of a student survey about the course and explore what students described as the enduring understandings, more than ten years later, that they retained from the experience.

Anomalies and Miracles: Revisiting an Undergraduate Science and Religion Course

Like many institutions during Spring 2020, our university quickly switched to online instruction, and we will share our experiences. We wrestled with how to turn the remaining labs into online labs and tried different methods in our Introductory Physics 1 and Physics 2 Labs. We also deliberated on whether or not to reduce the number of labs required for the semester and how to keep the Teaching Assistants employed. Additionally, we made plans to improve the quality of our online labs in the possibility of a return to virtual instruction in the Fall 2020 semester.

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