Conveners
L004: Morning Session 1 (Chair: Tatsu Takeuchi)
- There are no conveners in this block
L004: Morning Session 2 (Chair: Samantha Spytek)
- There are no conveners in this block
L004: Afternoon Session (Chair: Jency Sundararajan)
- There are no conveners in this block
L004: Closing Remarks
- Kent Yagi (University of Virginia)
The traditional version of the Bernoulli equation assumes the fluid is incompressible and thus realistically it only applies to liquids. However, I will show that it is not hard to modify the derivation so that it applies to compressible gases. This modification is a useful addition in lecture or homework in an introductory calculus-based physics course. I will then show that this modified...
Special relativity is a standard topic in the undergraduate physics curriculum, appearing in the Modern Physics course during the second year of the program. This topic is usually covered in the first few classes of the course, following a conventional approach of using Lorentz transformations presented in the beginning chapters of all Modern Physics textbooks. Some years ago, it had been...
At the college level, introductory physics laboratory courses for non-majors present an interesting set of pedagogical challenges. With such large enrollment courses, the administrative load on the instructor is high, the motivation of the students is often low, and the scientific and mathematical background levels vary widely from student to student. Misunderstandings are also bound to arise;...
In this presentation, I will showcase some of the online and free resources available through the Organization for Physics at Two-Year Colleges (OPTYCs). These resources can be accessed by anyone! OPTYCs is supported by NSF-DUE-2212807.
You may be familiar with the STEP UP lessons to support students in the pursuit of undergraduate physics. One of STEP UP's resources is the Everyday Actions Guide, which is currently being expanded with new professional development resources. In this session, I'll share some of these new resources, including opportunities to see into others' physics classes as an entry point to critically...
Active learning in large classrooms prioritize student engagement and participation while emphasizing on adopting best practices for better performances and outcomes. In my presentation, I will be highlighting the strategies I adopted in teaching large classrooms during my time at the University of Virginia, the challenges I faced in terms of course management and administration, the positive...
In my Physics class, I include links of video solutions recorded by an undergraduate teaching assistant to weekly assignments. These videos serve as comprehensive guides for students as they tackle comparable homework problems.
The videos have garnered positive feedback from students who appreciate the step-by-step explanations. The recorded solutions enable students to learn at their own...
To provide more opportunities for professional development for in-service high school physics teachers, a study of a new program (not yet approved) for you to earn a Master of Arts in Physics Education Degree from the Department of Physics at the University of Virginia will be presented. The degree program is based on a similar program that existed and graduated over 150 teachers during the...
How might we increase the percentage of women in Physics? This presentation is relevant for both high school and university instructors. It is a combination of research, qualitative analysis, and practical ideas. It is informed by 22 years of teaching high school Physics, a survey of 120 undergraduate physics students (108 identifying as women), and 15 follow-up interviews.
Taking notes during lectures is one of the required skills, among many others, that students need (i) to master the topic covered in the lecture, (ii) to actively engage in the learning process with no or minimal distraction, (iii) to retain learned knowledge and skills for a longer time, and (iv) in securing better grade. To learn the role of note-taking in learning undergraduate-level...
