Get hand-on experience with video analysis, force plates and goniometers for introductory biomechanics activities that students can do on their own bodies. Students can learn all basic mechanics within the context of biomechanics or just explore some or one. Whole body dynamics and limb motion and muscle forces can be examined separately or together. Learn tips on how to best acquire and analyze human movement data, which can be messier, with non-constant acceleration, and more complex than typical lab data, but more meaningful for students. Setting up appropriate comparisons, students can frame their own questions that their human movement analysis can address. Recognition of limitations on data and models used to analyze the data have real-life significance. Participants can try out provided scenarios or design their own. Best to come with your own laptop, installed with either Pasco Capstone or Vernier Graphical Analysis Pro software (both available as free trials) Organizer: Nancy Beverly
8:00 AM
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Coding Integration and Data Science Integration in High School Physics and Physical Science - Ever wondered how to integrate a little bit of coding or data science into a high school physics or physical science class without overwhelming your students or taking up lots of class time? This hands-on workshop will provide an overview of simple, conceptually-motivated “STEMcoding” exercises where students construct PhET-like games like asteroids and angry birds using an in-browser editor that works great on chromebooks or whatever devices you have. We will also provide a tutorial of the STEMcoding Object Tracker which is a browser-based program that can track the motion of brightly colored objects against a solid colored background. Students can analyze the tracking data in Excel or Google sheets to extract the velocity and acceleration as a hands-on introduction to data science. These activities are part of a much wider curriculum that is highlighted on the STEMcoding YouTube channel (http://youtube.com/c/STEMcoding). AIP Grant Funds will reduce the price of this workshop. Participants will be reimbursed $50 post-workshop. Organizers: Chris Orban, Jimmy Newland
8:00 AM
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The goal of this workshop is, as a group, to create curricular materials (e.g., recitation activities, class worksheets, or simulation-based labs) that are based on this set of 200+ physics simulations that are aimed at introductory physics at the college level, as well as high school physics. https://physics.bu.edu/~duffy/sims.html There are already some existing curricular materials, created by our Boston University group as well as by others, so we'll look at what already exists, and then take some time to build, individually or in small groups, more materials that we can share and make use of in our own classes. Organizers: Manher Jariwala, Emily Allen.
8:00 AM
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In this workshop we will share strategies and resources for recruiting students into physics, chemistry, math and general science teaching careers. The strategies include recommendations for sharing facts about teaching, how to talk to students, listing of venues for reaching students, ideas and resources for sharing the facts both on and off campus. The online resources provided include student presentations, posters, brochures, program flyer templates and presentations for faculty and staff who advise students. All materials are professional quality, research-based, free to use, and have been extensively user-tested. These materials have been developed as part of Get the Facts Out, an NSF funded project for changing the conversation around STEM teaching recruitment. The project is a partnership between the American Physical Society, American Chemical Society, the Association of Mathematics Teacher Educators, and AAPT led by the Colorado School of Mines. This workshop is fully funded by NSF #1821710 & 1821462. Participants who complete this workshop can be reimbursed for their workshop registration fee. Organizers: Drew Isola
8:00 AM
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Want to write assessments that will give you more evidence about what your students are actually able to do with their physics knowledge? If so, then this is the workshop for you. Participants will learn how to use the Three-Dimensional Learning Assessment Protocol (3D-LAP; a research-based protocol) to develop in-class, homework, and exam problems that engage students in both the process and content of physics. This instrument was developed to help assessment authors at all levels generate questions that include scientific practices, crosscutting concepts, and disciplinary core ideas, the three dimensions used to develop the Next Generation Science Standards. Join us to learn how to create the next generation of physics assessments. Organizer: James Laverty.
8:00 AM
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Interactive Video-Enhanced Tutorials for Promoting Problem Solving - This workshop is for those interested in using or developing their own web-based problem-solving tutorials. Participants will learn about our 30 freely available Interactive Video-Enhanced Tutorials (IVETs), where each focuses on an important problem-solving approach (e.g., energy conservation), covering most chapters taught within a two-semester introductory physics course. IVETs include videos of a narrator (instructor) interspersed with multiple-choice questions, with feedback provided for correct and incorrect answers. The questions and feedback are designed to carefully step students through an expert-like problem-solving process, while emphasizing the reasoning behind each step, providing students with personalized learning. Workshop participants will work through an IVET, learn best practices for integrating IVETs into their courses, and receive an overview of the research findings that demonstrate their effectiveness. Participants will also learn how to create their own IVETs, including how to choose appropriate problems, write scripts with suitable multiple-choice questions and supportive feedback, and use our Vignette Studio II software to assemble the IVETs. All of our IVETs and the VS II software are freely available at compadre.org/IVET. Participants are asked to bring a laptop to the workshop. Supported by NSF DUE-1821391 and DUE-1821396. Organizers: Kathleen Koenig, Alexandru Maries and Robert Teese
8:00 AM
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Participants* will learn how to modify introductory physics courses at any level to help students develop a good conceptual foundation, apply this knowledge in problem solving, and engage them in science practices. The framework for these modifications is the Investigative Science Learning Environment (ISLE) approach. We provide tested curriculum materials including: (a) The second edition of College Physics Textbook by Etkina, Planinsic and Van Heuvelen, the Physics Active Learning Guide and the Instructor Guide; (b) a website with over 200 videotaped experiments and questions for use in the classroom, laboratories, and homework; (c) a set of innovative labs in which students design their own experiments, and (d) newly developed curriculum materials that implement the ISLE approach in both online and in-person settings. During the workshop the participants will learn how to use the materials in college and high school physics courses to help their students learn physics by practicing it. We will focus on the connections of our materials with the NGSS and revised AP curriculum, specifically on the interplay of science practices and crosscutting concepts. *Please bring your own laptop to the workshop if you own one. If you do not own a computer, you will be paired with somebody who does. Organizers: David Brooks, Yuehai Yang, Yuhfen Lin, Joshua Rutberg.
8:00 AM
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Attendees will learn about the Demonstration Framework and how to apply it to their demonstration development process. Attendees will start the session deciding with their own topic or concept they want to develop into a demonstration, and over the course of the workshop will go through the five (5) steps of the Demonstration Framework and finish with a fleshed-out draft for their demonstration. Organizer: Joe Kozminski
8:00 AM
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This workshop will introduce the revised AP Physics curricula to teachers. The goal of this workshop is to familiarize teachers with the new curricula and science practices. Session will begin with a brief introduction, providing context for the new curriculum and its goals. This will be followed by a deep dive into the key features and major differences between the new curriculum and its predecessor, with a focus on science practices. of the content changes for all four AP Physics courses, followed by a review of the new science practices. Attendees will be encouraged to participate in group discussions and activities. A significant amount of time will be devoted to developing skills in adapting and implementing the new curriculum within participants' classrooms. The session will conclude with an opportunity to review sample questions tied to each science practice in a case study. The revised AP Physics exams will be reviewed and strategies to prepare students will be discussed and modeled. Organizers: Amy Johnson, John Pinizzotto, Jesse Miner
1:00 PM
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This workshop is appropriate for college and university instructional laboratory developers. At each of five stations, presenters will demonstrate an approach to an intermediate or advanced laboratory exercise. Each presenter will show and discuss the apparatus and techniques used. Attendees will cycle through the stations and have an opportunity to use each apparatus. Documentation will be provided for each experiment, with sample data, equipment lists, and construction or purchase information. Organizer: Jeremiah Williams.
1:00 PM
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Scientific reasoning and decision-making abilities are highly sought outcomes of modern education. We have developed and evaluated a complete inquiry-based lab curriculum that explicitly promotes these abilities by engaging students in activities that include designing and conducting controlled experiments, making appropriate decisions, conducting data analysis, and interpreting and synthesizing results to construct meaningful evidence-based claims. The curriculum aligns with the AAPT Lab Guidelines and cultivates an inclusive culture to support a diverse population. During the workshop, participants will work through several lab activities to learn about the underlying curricular framework, which involves operationally defined sub-skills: including abilities for controlling variables in multi-variable contexts, data analytics, and causal reasoning. Participants will learn how assessments can be used to measure important skills-based outcomes, and our own results will be shared. Participants will be provided access to all lab materials (both in-person and online versions) and assessments, as well as learn how to modify their existing in-person or online labs, if preferred. Organizers: Kathleen Koening, Krista Wood, Lei Bao
1:00 PM
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The Underrepresentation Curriculum is a free, open, modular, teacher-created resource that supports high school and college science instructors in empowering students to examine issues of equity, identity, and justice in society and in STEM. This workshop will introduce the curriculum by engaging participants themselves in the learning activities (e.g., discussing the role of objectivity and subjectivity in science and analyzing data about disparities in representations of certain groups of people). The workshop will familiarize participants with the support materials available and make space for exploration. Finally, participants will have the opportunity to discuss how the curriculum can be implemented in their own classrooms, and collaborate with other instructors to create viable actions beyond the workshop. Organizers: Abigail Daane, Elissa Levy
1:00 PM
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Students who complete an introductory physics course may be under the impression that physics somehow “stopped” in the late 19th or early 20th century. Of course this idea could not be further from the truth, as physicists today continue to work on addressing an ever-growing list of unsolved questions: Where has all the antimatter gone? What is dark matter? What is dark energy? (What questions have we not thought of yet?) Physicists from all over the world work to address these and many other questions at the Large Hadron Collider (LHC) at CERN, on the border of Switzerland and France. This workshop will focus on how teachers can tap into the excitement of LHC physics to both motivate students and provide a contemporary context for them to engage with topics and practices covered in introductory physics courses, including (but not limited to) conservation laws, data collection, organization, and analysis, and making claims based on evidence. Participants in this workshop will alternate between “student mode” and “teacher mode”, will analyze authentic LHC data, and will get a chance to work through some activities from QuarkNet’s Data Activities Portfolio. The workshop will conclude with a discussion on classroom implementation. Some of the activities will be computer-based, so please bring along a laptop! Organizer: Shane Wood
1:00 PM
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Novel Observations in Mixed Reality ( Virtual Reality in Physics Lab - Participants in this session will learn about incorporating virtual reality (VR) technology into the physics laboratory. This application of VR is based on the Investigative Science Learning Environment (ISLE), and focuses specifically on creating opportunities for students to test and generate new hypotheses associated with particle interactions. Participants will engage in activities the way students do, starting with a testing experiment of Coulomb’s Law and moving into hypothesis-generating experiments with exotic matter that obeys known laws of physics, plus a few more. These activities facilitate students’ engagement in the process of mathematical modeling of additional laws the particles obey in the VR space. Participants will learn to leverage VR technology to provide opportunities for students to be immersed in a complete cycle of quantitative hypothesis generation, testing, and revision. VR is used in this context for its immersive qualities and its appeal to students’ familiarity with game play, specifically targeting the learning outcomes identified by the AAPT Lab Guidelines and the Science and Engineering Practices of the Next Generation Science Standards. (Please bring a Laptop). Organizers: Jared Canright, Suzanne White Brahmia
1:00 PM
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PICUP: Integrating Computation into Introductory Physics at TYCs - In this workshop, we will show you some ways in which computation can be integrated into your introductory courses. The PICUP partnership has developed a variety of computational activities for introductory physics, and we will show you how you can take these PICUP materials and adapt them to fit your needs. PLEASE BRING A LAPTOP COMPUTER. In this workshop, we will focus on computational activities using spreadsheets and web-based “Trinkets” so you do not need to have any specialized software installed. This workshop is supported by OPTYCs, The Organization for Physics at Two-Year Colleges (NSF-DUE-2212807), so TYC participants will receive a refund after the workshop is completed in the amount of $75. Non-TYC participants are still welcome to register and attend the workshop. Organizers: Marie Lopez del Puerto, Larry Engelhardt
1:00 PM
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PEER is designed for emerging education researchers interested in expanding theoretical or methodological expertise. Through peer and near-peer exchange, this PEER workshop involves hands-on activities to increase participants' capacity for Discipline-based Education Research. Topics include research design, choosing appropriate theoretical frameworks, and matching one's research questions to accessible data. A hallmark of PEER workshops is their responsiveness to participant interests, and activities center around advancing each individual's specific research project. Organizers: Scott Franklin, Mary Bridget Kustusch
1:00 PM
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