United States

Many science instructors aspire to let students discover the laws of nature on their own but find it can be logistically difficult and time consuming to put in practice. In addition, the results are often more equivocal than one would hope. One practical way to let students discover how the universe works is using interactive video. Interactive video uses high resolution recordings of scientifically interesting events that students can characterize for themselves using built-in tools. In many cases, students can also change important parameters in the video (mass, frequency, velocity, pH, etc) which lets them ask their own questions, design their own experiments to answer those questions, and then collect and analyze the results to reach data-driven conclusions.

AAPT SM 20

Letting students discover the laws of nature using Interactive Video

isle

modeling

inquiry

virtual

laboratory

online

covid-19

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.


technical paper

A course in mathematical methods for physics is a valuable course in many physics departments to build a bridge between introductory courses and demanding upper-division courses, yet there are a number of challenges in successfully implementing such a course. After designing a math physics course from scratch and refining it over the last six years, I will discuss strategies for the course relating primarily to a nontraditional grading scheme that I have found to be particularly effective.

Strategies for the Math Physics Course at TLU

Ordinary Differential Equations in Math and Physics: Some Preliminary Observations

The recent global move to online instruction has increased the importance of videos in education. At the same time, active learning has become increasingly accepted as an improvement over passive instruction. How can we transfer the advantages of active learning to instruction via video? We found that physics videos are most effective when they are designed both to actively engage students and manage their cognitive load. Notably, it is the combination that matters; videos that either solely promote active learning or solely manage cognitive load provide no advantage to learning outcomes.

Harnessing Active Learning in Educational Videos

What do Students Know about Electromagnetic Wave Generation?

A Shift Toward Scientific Reasoning: The Introductory Physics Lab

The Associations Between Conceptual Learning, Physics Identity Gains and Social Interdependence

Physics-specific Discourses and white identity: Examples from classroom video

Using Interactive Online Modules to Improve Student Learning

Examining Student Application of Matrix Algebra and Eigentheory

Introducing Current Research to Students Utilizing BiteScis Lessons Remotely

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Letting students discover the laws of nature using Interactive Video

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Strategies for the Math Physics Course at TLU

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Online Introductory Physics Labs During Covid-19

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