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Looking back, it has been a year like no other for The Physics Teacher. I will shine a spotlight on some of our recent content such as the exciting collection of articles on sex, gender and physics teaching, while also reflecting on some of the metrics we use to measure what we produce. In addition I will attempt to convey some glimpses of possible future feature items in TPT.

AAPT SM 21

TPT Highlights from a Challenging Year

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## Welcome to EMNLP 2024! 
We are excited to welcome you to one of the most prominent conferences in the field of Natural Language Processing. This year, EMNLP 2024 is being held in a hybrid format,
offering both virtual and in-person participation in beautiful Miami. Due to a record-breaking number of submissions, we've expanded the total number of accepted papers to accommodate more cutting-edge research from around the globe.
### [Conference Handbook](https://drive.google.com/file/d/1WPROgxjLAC96AJL7Ugy0tEnYm7dkrbHt/view?usp=sharing)

You are required to register for this event. **Please register [here](https://2024.emnlp.org/registration/).** The EMNLP 2024 event page on Underline will be open to public one week prior to the event.

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EMNLP 2024

EMNLP 2024 will take place in Miami, Florida from Nov 12th to Nov 16th, 2024, at the Hyatt Regency Miami Hote and on Underline for remote participants.

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Join AAPT and Physics Educators worldwide in developing and strengthening your professional connections by attending the 2021 AAPT Virtual Summer Meeting. AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques.

Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. Attending the virtual summer meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.

Please log in with your AAPT account or register for the event if you haven't already.

If you are registered please note that you need to be logged in with your AAPT email / credentials in order to get access.

I will report on my experiences in promoting student storytelling of the lives of physicists as part of course requirements in lower and upper division college physics courses. The primary objective was to motivate and expand the understanding of physics beyond the concepts and equations by contextualizing discoveries and understanding what motivated the study of physics in the lives of real people. Students are required to dig into the lives of physicists and unusual historical or contextual situations encountered in their lives and discoveries and relate stories they find interesting. A special effort was made to promote story-telling of the background and contributions of women and minorities in physics. Students also learned vital skills in producing short youtube videos up to 5 minutes long. I will report on student responses and reactions to this effort, based on general observations and results of blind surveys.


Student Storytelling of Physicist Profiles to Promote Physics and Diversity

Attention-Deficit/Hyperactivity Disorder (ADHD) has been the subject of a growing body of psychological and recently, neurological research. The majority of this research has been behavioral and deficit-oriented, focused on “coping” and ways of controlling ADHD behavior to function within institutional norms. This focus persists despite compelling evidence that physiological variations are responsible for ADHD behavior, over which “control” is limited and institutional “functionality” becomes discriminatory. This is evidenced by the lack of scientific works examining ADHD from a positive perspective. In this study, we analyze interviews of STEM students and faculty at Texas State University (a large Hispanic-Serving Institution) who have been diagnosed with ADHD. These interviews will explore learner variability based on interviewees’ experiences in STEM fields, and their perceptions of personal strengths that may be unique to their variant neurobiology and/or their life experience as members of a marginalized academic group.


Strength-based analysis of experiences of physics students with ADHD

This talk focuses on the various methods one can use to produce physics demo videos, with many hints and much advice. Also, storage and dissmemination of such videos is discussed.

Virtual Physics Demonstration Videos-A Primer

Science outreach is an international phenomenon. I have had the privilege of being a part of Science Festivals in various countries in the EU, and through those festivals, witnessed and interacted with other incredible science presenters from around the world. At a science festival in Slovenia, the organizers have a special session called Show It to Others, where the invited presenters have 5 minutes to share something they have created to demonstrate science with the other presenters. Given that this talk is being done remotely, I have asked my international colleagues to become part of this remote presentation and submit to me, a short description of their program that also features an example of their work. I am excited to share a glimpse of these creative presenters to the AAPT membership.



Show it to U.S.

How can you successfully deliver community STEM outreach when face-to-face opportunities are limited? And how can you best support the most vulnerable and underrepresented members of your community through virtual STEM education?

During this talk, you will hear of our experiences in adapting our existing outreach programmes and crafting new virtual programmes to suit the evolving educational needs of young people in Leicester, as well as our recommendations for effectively utilising virtual STEM engagement for years to come.

STEM Through the Screen: Experiences of adapting community outreach

Instead of written homework, I collect videos of students doing and explaining their work. I'll talk about why I do this, the value of seeing the process in addition to the product, and the logistical problems and solutions I've come across. I do this for small and big classes, lectures and labs, theory and coding. The biggest upsides are a much better understanding of the students' understanding along with a dramatic reduction in cheating. Typical videos are 3-5 minutes in length and I watch them at double speed. This allows me to grade up to 1000 videos per class per semester.

The value and logistics of student-submitted videos for homework

The Classical Mechanics course taught at BC in Fall 2020 used a hybrid of model of class instruction, combining students learning remotely and students attending in person into a single synchronous class. Past offerings of this course used hands-on lab experiments to engage students in mathematical modeling of oscillators and other mechanics topics. To give all the learners a uniform experience, lab experiments in 2020 were replaced with group video analysis projects, integrating lecture, experiment, and computation. The videos were used to scaffold increasingly nuanced computational models. For example, for oscillations, student videos of everyday objects oscillating were solicited and exploited as a “hook” to introduce modeling of undamped springs, and the discrepancies between theory and experiment were used to motivate damped models. This structure was inspired by Brian Lane’s “Capture, Code, Compare” activities.

Labs in Intermediate Mechanics: Combining Student-Made Videos with Computational Modeling

This talk provides an introduction to the mission, features, and types of articles in the American Journal of Physics with a goal of helping potential authors understand how to prepare a submission.

Publishing in the American Journal of Physics

Visual pop culture has been employed for physics education because novel examples from visual pop culture can capture students’ attention. Although widely enjoyed by people around the world, Japanese animation (Anime) has been used less frequently than other types of visual pop culture. In this presentation about our recent paper published in “The Physics Teachers”, we introduce how Anime examples can be used to teach fluid mechanics concepts including buoyant force, drag, lift, and key dimensionless numbers such as Reynolds number. This approach was employed in an undergraduate-level fluid mechanics class, and many students were positive about using Anime for teaching fluid mechanics because the examples provided a break from the normal methods of teaching and students were more engaged with the content that they learned. Therefore, Anime has the rich potential as a source of instructional examples that illustrate concepts from fluid mechanics and other areas of physics.

Using Japanese Animation (Anime) for Teaching Fluid Mechanics

Surface charges direct the flow of current through conductors. In anthropomorphic terms, they tell the current where to go and where not to go. As acknowledged by Professors Griffiths, Jackson, and Chabay and Sherwood, surface charges have been difficult to calculate. This paper presents a new way to calculate surface charges in which the surface of the conductor is covered with pixels which hold the surface charge. The pixels (referred to as "sensing pixels") sense the electric fields produced by all the other charges in the system and adjust their internal charge until steady state is reached. Importantly, sensing pixels allow students (and researchers) to understand why surface charge distributions, however calculated, look the way they do by asking the simple question: "What would a sensing pixel sense?" As Professor Sherwood kindly wrote to the author, this can make such counterintuitive phenomena as the accumulation of charges at edges, intuitive.

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