United States

AAPT SM 20

The smartphone as a hydrophone

speed of sound

smartphone

acoustics

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.

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AAPT WM 21

poster

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. 

A simple determination of Planck's constant with a smartphone

Identifying student conceptual resources for understanding electric current

How can you help lead instructional change? The SEI Handbook

Maxwell and Sutton: A Mystery Connecting Science, Art and Technology

Computational skills are a necessity in the modern workforce. However, determining how to teach these skills in a way that can be easily accessible for all students is a daunting challenge. As a one-person physics department in a small, liberal arts institution, I have aimed to build up the physics curriculum with an emphasis on transferrable experimental and computational skills, all while being accessible to as many students as possible. This work includes computation-based introductory physics laboratories, computational assignments in a non-major course on chaos, and computational essays in an intermediate lab-based class on resonance. Each course primarily uses a different browser-based platform (spreadsheets, Glowscript, Google Colaboratory) that was chosen for its accessibility and ease-of-use. I will discuss the various successes and challenges I have encountered teaching with these different computational tools, and I look forward to receiving feedback and ideas for future iterations of this ongoing project.

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