Physics Alive

Maple Syrup. Champion of breakfast, the perfecter of pancakes. Sweet addition to butter, beans, and even bacon. But how does that treat travel from tree to table? Phenomenal physics is in no short supply, and Abby van den Berg, a Research Associate Professor at the University of Vermont Proctor Maple Research Center, shares her joy and her expertise. She discusses the wonder of sap flow, long-term tree health, production methods, and the pigments associated with autumn foliage. Full show notes at: www.physicsalive.com/maple Episode notes and resources: Where to go for all your maple news? Start at the Proctor Maple Research Center website: https://www.uvm.edu/cals/proctor-maple-research-center Also visit other University of Vermont webpages: UVM Proctor Maple Research Center YouTube channel UVM Extension Maple Program Other links Abby suggested: North American Maple Syrup Producers Manual Mapleresearch.org from the North American Maple Syrup Council Today's Guest: Abby van den Berg is a Research Associate Professor at the University of Vermont's Proctor Maple Research Center. Her areas of expertise and research include plant physiological ecology and maple syrup chemistry. She writes: Much of my research focuses on the ecophysiology of maple sugaring, including the effects of tapping and carbohydrate extraction on tree growth and health, the physiology of stem pressure and carbohydrates in xylem sap, and ultimately on helping to develop management practices and tapping guidelines to ensure the long-term sustainability of maple syrup production. Recently, my work has expanded to include studying the physiology of stem pressure development in birch trees, and investigating sap yields and the potential profitability of adding birch syrup production to existing maple operations in the Northeastern US. This only scratches the surface of Abby's work. Learn more about her work: Abby van dem Berg's University of Vermont faculty profile Listen to Abby on Science Friday!

The universal design for learning (UDL) framework is an approach based on educational research that can guide the development of flexible learning environments that are supportive of and accessible to all learners. I'm speaking with Melissa Eblen-Zayas and Kristen Burson, authors on a recent paper describing their efforts to implement UDL and promote student mental health. They specifically focus on physics course modifications that provide multiple means of engagement. Go to the full episode show notes at: www.physicsalive.com/udl   Today's conversation is with Melissa Eblen-Zayas, Professor of Physics at Carleton College, and Kristen Burson, Associate Professor of Physics at Grinnell College. They author a paper, along with Danielle McDermott, titled "Course Modifications to Promote Student Mental Health and Move toward Universal Design for Learning."  Their paper appeared in the November 2022 issue of The Physics Teacher.  You can access the paper below: Course Modifications to Promote Student Mental Health and Move toward Universal Design for Learning The CAST website provides great resources for Universal Design for Learning. CAST's mission is to transform education design and practice until learning has no limits. The UDL Guidelines UDL chart UDL checklist Other resources that were recommened: Book: Reach Everyone, Teach Everyone by Thomas J. Tobin and Kirsten T. Behling YouTube video: Shelley Moore: Transforming Inclusive Education Learn more about today's guests: Kristen Burson's faculty webpage Melissa Eblen-Zayas faculty webpage and personal website Listen to Melissa speak about how she uses metacognitive reflection exercises to address student biases in the podcast Tea for Teaching.

What if I told you that you could do velocity, acceleration, friction, rotations, impulse and momentum, pressure, sound, color, and magnetic field labs all with a single measurement device? And what if I told you that almost every student is walking into the classroom with their own device already in hand? Welcome to Physics with Phones curriculum. Each lesson details activities using built-in smartphone sensors to illustrate key physics concepts, including elevation, g force, and angular velocity. David Rakestraw, a senior science advisor at the Lawrence Livermore National Lab, has put together many lessons that are freely available online. He's here to talk about how he got involved with this technology, what sensors our students can access, and how we can use these in our classes. Full show notes available at: www.physicsalive.com/phones   Webpage for Physics with Phones https://st.llnl.gov/sci-ed/Physics-with-Phones David Rakestraw is a senior science advisor at the Lawrence Livermore National Lab (LLNL) in California. A multi-program national security laboratory, its primary stated mission is to enhance the nation's defense and reduce the global threat from terrorism and weapons of mass destruction. Prior to LLNL, he spent 12 years at Sandia National Laboratories, where he engaged in a wide range of research and development activities. He even co-founded a company that specialized in applying microfluidics for chemical analysis. Today, he's not going to talk about any of that! Instead, this conversation will be all about doing physics with phone sensors. Physics with Phones is a series of presentations outlining a wide range of experiments that are well-aligned with the Next Generation Science Standards. These were developed for the classroom, but many can be done by students in their own homes.  Learn more about David from his alumni biography: https://www.onu.edu/alumni-profiles/david-rakestraw-bs-83 Webpage for Physics with Phones https://st.llnl.gov/sci-ed/Physics-with-Phones See even more opportunities at LLNL's Teacher Research Academy https://st.llnl.gov/sci-ed/teacher-research-academy  

The Physics Alive podcast is on the road this week! A busy semester has made it challenging to produce new episodes, so your host has taken his microphone on the road, recording while driving. Hear updates about Brad's classes and experiences this semester at his new teaching institution, Plymouth State University. The ups, the downs, the good, the frustrating -- the teacher's journey.

ISLE, the Investigative Science Learning Environment, is an intentional holistic learning environment for physics. It addresses two main goals: to help students learn physics by engaging them in the processes that mirror scientific practice and to improve their well-being while they are learning physics. Eugenia Etkina started this approach nearly 40 years ago and has been an ardent teacher educator in the years since. This interview with Eugenia provides the educational philosophy behind ISLE, specific examples of how the approach works, and the support network that can get you started. Show notes: www.physicsalive.com/ISLE Learn more about Eugenia and her work: www.islephysics.net Eugenia's faculty page You can email Eugenia at: eugenia.etkina@gse.rutgers.edu ISLE website: www.islephysics.net Adopting the ISLE approach Join the Facebook group -- Exploring and Applying Physics ISLE resource page on PhysPort https://www.physport.org/methods/method.cfm?G=ISLE ISLE Implementation Guide on PhysPort https://www.physport.org/methods/Section.cfm?G=ISLE&S=What Articles: 2020 - Implementing an epistemologically authentic approach to student-centered inquiry learning 2015 – Eugenia's Millikan Lecture 2007 – ISLE guide, a chapter from “Research-Based Reform of University Physics”

In this episode, I talk about DNA: a simple DNA diffraction and interference experiment using the spring from a pen, and the DNA, the structure of my introductory physics class during the spring '22 semester.    Full show notes at: www.physicsalive.com/dna   DNA Diffraction and Interference Lab and/or Demonstration Figure 1: X-ray diffraction pattern of B-DNA labeled Photo 51 by Rosalind Franklin. Figure 2: Interference pattern from a pen spring. Pattern produced from a red diode laser passing through the spring from a pen. Projected on a screen 8 meters away. Here are the articles I referenced about DNA interference and diffraction experiments: DNA Science AAPT Digi Kit How Rosalind Franklin Discovered the Helical Structure of DNA: Experiments in Diffraction Revealing the Backbone Structure of B-DNA from Laser Optical Simulations of Its X-ray Diffraction Diagram X-ray diffraction and DNA optical transform from the ICE (Institute for Chemical Education) Online store at wisc.edu Optical transform demo kit DNA optical transform kit DNA of Brad's introductory physics class (Spring 2022) Star grading system: Here's the entire syllabus for the spring 2022 semester of PHYS 105: Survey of Physics II for life science majors: Moser Syllabus 2022 Spring Specifications grading: "Specifications Grading" by Linda Nilson Short article about Specs Grading by Linda Nilson Blog post on Specifications Grading by Robert Talbert    

Sara Seager is Professor of Planetary Science and Physics at the Massachusetts Institute of Technology. Her research focuses on discovering new exoplanets and characterizing their atmospheres. She hopes to find and identify another Earth and searches for signs of life. In this episode, Sara describes how we find planets around other stars and how we can possibly know how their atmospheres are composed.   Check out the full show notes at: www.physicsalive.com/exoplanets   Learn more about Sara and her work: https://www.saraseager.com/ Sara's MIT faculty page   Here are some of the great resources that Sara Seager suggested! Discover some of the great exoplanets we've found at: NASA exoplanets Eyes on Exoplanets For instance, you can check out the travel posters for some new worlds you might like to visit.   The NASA website is full of great information. You can also learn more about Sara's Venus work: Venuscloudlife.com   For some great images, a tutorial on light curves, and the data from my transit classroom experiment, go to the full show notes at: www.physicsalive.com/exoplanets    

Jeff Young is an editor and reporter focused on technology issues and the future of education. He is currently the managing editor at EdSurge and the producer and host of the EdSurge Podcast, a weekly look at the future of learning. We talk about developments he's seen throughout his career reporting on education, MOOCs and their place in education, the themes of the EdSurge podcast, and his take on the future of education. Check out the EdSurge Podcast!   Go to today's Show Notes at: physicsalive.com/edsurge   EdSurge reports on the people, ideas, and tools shaping the future of learning. EdSurge is at the forefront of reporting on changes in education and their consequences. They do this through award-winning journalism, research and analysis. They share stories that elevate the voices and experiences of educators, entrepreneurs, researchers and other stakeholders working to support equitable opportunities for all learners. edsurge.com   Check out some of Brad's recent favorite episodes of the EdSurge Podcast: Educators Have Some Pointed Advice For Tech Companies Building the Metaverse What Educators Should Know About the Latest in Brain Health Are Upstart Online Providers Getting Better at Teaching Than Traditional Colleges? The Tyranny of Letter Grades How Are Final Exams Changing During the Pandemic?   Jeffrey R. Young is an editor and reporter focused on technology issues and the future of education. He is currently the managing editor at EdSurge and the producer and host of the weekly EdSurge Podcast about the future of learning.   Learn more about Jeff and his work: Jeff's webpage Jeff at EdSurge   Twitter https://twitter.com/jryoung    

In this episode, I summarize four articles from the Winter 2022 issues of The Physics Teacher: reflecting on a difficult year, group work equitability, lab activities on temperature and thermodynamics, and polarimetry measurements for food science. I also reflect on the purpose of this podcast, the many types of episodes you can expect to hear, and how I might better support you - the listener, the educator - to put new ideas into practice. Also, Physics Alive is now on Slack!   www.physicsalive.com/tptwinter22   Physics Alive is on Slack. Join the Slack workspace. You can also leave comments and share discussion on the Physics Alive Twitter feed.   Journal: The Physics Teacher Article #1: Title: Just Physics? Reflecting on a Difficult Year Authors: Deepak Iyer and Shannon Wachowski Find more Just Physics? articles   Article #2: Title: Share It, Don't Split It: Can Equitable Group Work Improve Student Outcomes? Authors: Danny Doucette and Chandralekha Singh   Article #3: Title: Lab activities on temperature and thermodynamics Author: James Lincoln   Article #4: Title: Polarimetry Measurement in a Physics Lab for Food Science Undergraduate Students Authors: Ivan Cescon and Alberto Stefanel

Wouter Hoogkamer, Assistant Professor at the University of Massachusetts, Amherst, is the director of the UMass Integrative Locomotion Lab. He studies human locomotion, integrating neurophysiology, biomechanics and energetics. In today's episode, learn about his research on running economy and breaking the two-hour marathon mark. Plus, we'll take his expertise and distill it down to some experiments and concepts that we can use in the high school and college intro physics classroom.   Show notes: www.physicsalive.com/running   Learn more about Wouter and his work: Wouter's UMass Amherst faculty page Twitter https://twitter.com/woutersinas   The University of Massachusetts Integrative Locomotion Lab (UMILL) The lab's webpage   National Biomechanics Day https://thebiomechanicsinitiative.org/   Video analysis software Kinovea Tracker ImageJ   Force plates Vernier force plate Pasco force plate   Selected articles written by or quoting Wouter Hoogkamer Breaking the Two-Hour Marathon Barrier (2017) A Comparison of the Energetic Cost of Running in Marathon Racing Shoes (2018) The Benefits of Drafting (2020) Altered Running Economy Directly Translates to Altered Distance-Running Performance (2016) More articles at Media Coverage on the UMILL website

The Underrepresentation Curriculum is a flexible curriculum designed to help students critically examine scientific fields and take action for equity, inclusion and justice. I'm speaking with Angela Flynn and Moses Rifkin, two editors for the project who are also developing and using the curriculum in their classrooms. Learn all about the project, the resources you can access, and the community you can join.   Show notes at: www.physicsalive.com/underrep   To learn everything we can about the Underrepresentation Curriculum Project, I'm speaking with Angela Flynn, a teacher at the Gordon School, a nursery-8 independent school in Rhode Island, and Moses Rifkin, a science teacher at University Prep, a 6-12 independent school in Seattle, Washington. They are part of a team of 12 editors for the curriculum.   The Underrepresentation Curriculum website: https://underrep.com/   Direct links to: Underrepresentation Curriculum About page   Selected articles written by editors of the curriculum: Learning For Justice: Use the Tools of Science to Recognize Inequity in Science Physport: How can I talk about equity in my physics classes? NSTA The Science Teacher: Who Does Science?  

Dr. Anne Leak, from High Point University, Dr. Brian Lane, from the University of North Florida, and yours truly reflect and muse on Day 2 of the 2022 American Association of Physics Teachers (AAPT) Virtual Winter Meeting. The discussion includes the plenary talk by Matthew Greenhouse, physics for future careers, equity and diversity, teacher recruitment, making AAPT meetings and membership welcoming for all audiences, and our personal takeaways.   Further details, as available, are included in the show notes.

Dr. Brian Lane, from the University of North Florida, and I reflect and muse on Day 1 of the 2022 American Association of Physics Teachers (AAPT) Virtual Winter Meeting. The discussion includes topics from the Meeting of the Members, the plenary talk by Fred Myers, hand-picked invited and contributed sessions from the first day, and our top picks for future sessions of AAPT meetings.   Further details are included in the show notes: www.physicsalive.com/aaptwm22_day1  

Jamie Vesenka is a Professor of Physics at the University of New England. He's been using Modeling Instruction in the classroom and leading workshops for over 20 years and was an earlier pioneer in the physics for life sciences world, while also staying active in Atomic Force Microscopy research. We talk about the basics of Modeling Instruction, physics for life science, and his role as a teacher's teacher.   Show notes: www.physicsalive.com/jamie   Modeling Instruction website: https://www.modelinginstruction.org/ Selected articles, posters, and presentations by Jamie Vesenka Inexpensive Audio Activities: Earbud-based Sound Experiments A Kinesthetic Circulatory System Model for Teaching Fluid Dynamics Connecting the Dots: Links between Kinetic Theory and Bernoulli's Principle Implications of Modeling Method training on physics teacher development in California's Central Valley   Jamie's teaching style is strongly influence by research-based "modeling instruction". This approach to physics learning is based on guided inquiry and Socratic questioning, compelling students to confront physics misconceptions and construct knowledge based on the scientific method. Jamie's introduction to modeling came by accident at a half day modeling physics instruction workshop. During the workshop based on the modified Atwood's Machine, Jamie had his epiphany, or "Ah-hah" moment. He needed to know more, enrolled as the only college professor in Phase III of the NSF sponsored modeling workshops at UC Davis the following summer, and has been a modeling convert ever since. Jamie dove into physics education research recognizing the need to cover fluids in a classroom filled with future medical practitioners. He has been part of the "introductory physics in the life sciences" (IPLS) movement that focuses on conceptual physics essential to students interested in life science careers, which is pretty much most college students taking physics across the country. Jamie rejuvenates his teaching by running summer workshops in which he trains high school and middle school science and math teachers in modeling instruction almost every year since 2000. Learn more about Jamie Vesenka and his work: Jamie Vesenka's faculty page

Whether you climb mountains or hike on local trails through the woods, trekking poles can benefit your knees, improve your balance, and give you the confidence to navigate the natural world. Lindy Smith, a personal trainer and associate of the pole manufacturing company LEKI, shares her knowledge, experience, and stories about biomechanics, pole anatomy, and the joys of walking. With physics at the forefront, we explore the world of hiking with poles.   Show notes at: www.physicsalive.com/poles   Today's Guest:   Lindy Smith is energetic, feisty, and a trekking pole expert. She is a certified ACE Personal Trainer and certified AFAA Group Exercise Instructor who teaches in southern Florida. She is also associated with the company LEKI, manufacturers of ski, trekking, and hiking poles and gloves. Follow her on Twitter: https://twitter.com/uprightenergy Or check her out on LinkedIn: https://www.linkedin.com/in/lindysmithuprightenergy/   Links: Visit the LEKI website: leki.com Check out the LEKI Makalu Lite CorTec poles. These are the poles that LEKI provided for my review. Honestly, they are the best poles I've ever owned: lightweight, flexible, easy to adjust, and the egg-shaped top to the grip is probably my favorite part. Such a pleasure on a steep descent. Here are some articles I read about trekking poles before the interview. Although we did not discuss these findings in the episode, I found them really informative and interesting. If you are a student or instructor, you may find these valuable for your class: Article: The Science Behind Trekking Poles Article: The Science Behind Using Trekking Poles in Trail and Ultrarunning Review: Scientists Weigh in on the Great Trekking Pole Debate Here is the review article discussed above: Are Trekking Poles Helping or Hindering your Trekking Experience? General findings include: You burn more calories You walk faster (or it feels that way) You take load off joints and muscles Counter arguments: Loading helps build up resistance to damage You balance better Counter arguments: Does this weaken your muscles?  

POGIL is an acronym for Process Oriented Guided Inquiry Learning. It is a student-centered, group-learning instructional strategy and philosophy developed through research on how students learn best. Today we learn all about POGIL from Rick Moog, Professor in the Department of Chemistry at Franklin & Marshall College. He is the Executive Director of The POGIL Project and has implemented POGIL learning environments in his courses since 1994.    Check out the show notes at: www.physicsalive.com/pogil   The POGIL homepage https://pogil.org/ Two articles co-authored by Dr. Moog, the origins of POGIL: A guided inquiry general chemistry course Philosophical and Pedagogical basis of POGIL Other articles and books Article: The sequence of learning cycle activities in high school chemistry by Michael Abraham Book: POGIL - An Introduction to Process Oriented Guided Inquiry Learning for Those Who Wish to Empower Learners More resources from the POGIL website: Effectiveness of POGIL Workshops Want to hear more from Rick? Listen to members of the POGIL team interview Dr. Moog on the POGIL Podcast: Part 1 of the interview Part 2 of the interview

An interview with Brad Moser, the host of Physics Alive. This episode was recorded at a live session at the 2021 Florida AAPT fall meeting. The tables have turned, as Brian Lane from Let's Code Physics takes a turn interviewing the host about the show.

Natasha Holmes, Assistant Professor at Cornell University, studies teaching and learning in physics and other STEM courses, especially the efficacy of hands-on laboratory courses. She asks: How do we know what labs are achieving? And, what teaching methods improve outcomes? Today, she'll share what we should stop trying to do in lab and what we might try instead.   Show notes at: www.physicsalive.com/lab   Selected articles authored and co-authored by Natasha Holmes 2021 – Best practice for instructional labs 2019 – Operationalizing the AAPT learning goals for lab 2018 – Intro Physics Labs: We Can Do Better 2018 – Value added or misattributed? 2013 – Teaching Assistant professional development by and for TAs Links to other articles and resources mentioned in the episode Natasha's PhysPort materials: Thinking Critically in Physics Labs Article on LED's by Eugenia Etkina and Gorazd Planinsic (1st in series of 4) AAPT Recommendations for the Undergraduate Physics Laboratory Curriculum    

Today I'm speaking with Carl Wieman, 2001 Nobel Laureate, Professor of Physics and Professor of the Graduate School of Education at Stanford University, and recipient of the 2020 Yidan Prize, the world's largest prize in education. He answers the question: How do people learn to make better decisions? “They practice them, and they get feedback on that practice, and they practice some more. If you practice something very intently, your brain changes the connections to be better at doing it.” We discuss what he has uncovered in his scientific study of teaching and learning.   For today's complete show notes, go to: www.physicsalive.com/carl   Toward the end of the episode, Carl mentions a series of three papers. Each paper discusses courses that are all taught with same set of principles. Those principles are: Practicing the thinking you want students to do, monitoring that, do timely feedback, and then letting them go back to practicing.   Improved Learning in a Large-Enrollment Physics Class Transforming a fourth year modern optics course using a deliberate practice framework Active learning in a graduate quantum field theory course   What are some resources for new teachers or a teacher wanting to do something new?   AAPT New Faculty Workshop is the best existing thing. Two books on Carl's shelf: The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them How Learning Works: Seven Research-Based Principles for Smart Teaching The CWSEI website. They have developed a lot of resources for instructors.  

This is part 2 of an interview with Louis Deslauriers, the Director of Science Teaching and Learning and Senior Preceptor in Physics at Harvard University. We discuss two recent publications from his research group. In the first, he finds that students can actually feel like they are learning more while passively listening to a polished lecture than engaging in active learning. We'll talk about that finding and what that means. In the second, we dive into his latest work on deliberate practice, and how we might take the gains from active learning in the classroom and boost them up even more by transforming homework.   Find the full show notes at: www.physicsalive.com/louis2   Articles mentioned in Part 1 and Part 2 of this interview: Improved learning in a large-enrollment physics class Learning and retention of quantum concepts with different teaching methods Use of research-based instruction strategies: How to avoid faculty quitting Measuring actual learning versus feel of learning in response to being actively engaged in the classroom Increasing the effectiveness of active learning using deliberate practice: A homework transformation

Louis Deslauriers, the Director of Science Teaching and Learning and Senior Preceptor in Physics at Harvard University, discusses what he's learned the last decade about the successes and challenges of research-based instructional strategies for both students and faculty.   Full episodes notes at: www.physicsalive.com/louis   Articles mentioned in Part 1 and Part 2 of this interview: Improved learning in a large-enrollment physics class Learning and retention of quantum concepts with different teaching methods Use of research-based instruction strategies: How to avoid faculty quitting Measuring actual learning versus feel of learning in response to being actively engaged in the classroom Increasing the effectiveness of active learning using deliberate practice: A homework transformation Quotes: If students learn [how to solve the Schrodinger equation] as a set of procedures, then they might as well be a set of phone numbers. The research from cognitive psychology is very clear: factual information gets lost within a few weeks; it's gone. But students that code information conceptually...that is a lot more robust over time. We know that researched based instructional strategies work. How do we keep it up? What are the key supports to ongoing implementation? The number one thing is proper faculty training. And the next is a supportive departmental environment. Give students time and space to think. If you do that, learning will improve.

Show notes at www.physicsalive.com/ally Karen Catlin, a leadership coach and an acclaimed author and speaker on inclusive workplaces. She coaches women to be stronger leaders and men to be better allies for members of all underrepresented groups. In her book and through her online presence, Karen shares how to cultivate an environment where coworkers feel welcome, respected, and supported, how to amplify and advocate for others, and how to use more inclusive language. She gives us the tools to be Better Allies and create a culture where everyone can do their best work and thrive. Today we discuss this in the context of science department meetings and the STEM classroom. Karen Catlin's web presence The Better Allies website Karen Catlin's personal page Twitter: https://twitter.com/betterallies Subscribe to the 5 Ally Actions newsletter Document highlighting 50 Potential Privileges in the Workplace TEDx talk: Women in Tech From the National Center for Education Statistics Degrees conferred by postsecondary institutions, by sex of student and discipline division: 2017-18 (most recent)

In episode #26 of Physics Alive, I speak with the recipient for the 2021 David Halliday and Robert Resnick Award for Excellence in Undergraduate Physics Teaching, Anne Cox. She is a Professor of Physics at Eckerd College. This award is given in recognition of contributions to undergraduate physics teaching, and awardees are chosen for their extraordinary accomplishments in communicating the excitement of physics to their students. Anne's current research interests are curriculum development and pedagogical strategies to enhance student learning using technology. She is a contributing author of Physlet Physics: Interactive Illustrations, Explorations, and Problems for Introductory Physics and co-author of Physlet Quantum Physics, both now available on AAPT ComPADRE.    Full show notes at: www.physicsalive.com/hr21   Halliday and Resnick award announcement Anne Cox bio and award announcement Article: Distributed Peer Mentoring Networks to Support Isolated Faculty  

In episode #25 of Physics Alive, I speak with the 2021 Paul Zitzewitz Excellence in K-12 Physics Teaching Award winner, Brad Talbert. He is a physics teacher at Lone Peak High School in Highland, Utah. This award is in recognition for contributions to pre-college physics teaching, and awardees are chosen for their extraordinary accomplishments in communicating the excitement of physics to their students.   Full show notes at: www.physicsalive.com/pz21   Learn more about Brad Talbert and the AAPT Paul Zitzewitz Award here.  

Show notes also available at www.physicsalive.com/stepup Episode Description: STEP UP is a national community of physics teachers, researchers, and professional societies seeking to mobilize physics teachers to help engage young women in physics and change deep-seated cultural views about physicists. I'm speaking with Anne Kornahrens, STEP UP Project Manager and Bree Barnett Dreyfuss, High School Physics Teacher and a Teacher Advisor & Consultant for the project. Learn all about the project, the resources you can access, and the community you can join. Weblinks: The STEPUP website: stepupphysics.org Direct links to STEPUP Curriculum Register for STEPUP Guidelines for Conduct during Discussion poster  

Today we talk about three articles and one new column from the May 2021 issue of the journal The Physics Teacher. Check out the show notes online at www.physicsalive.com/may2021   Journal: The Physics Teacher   Article #1 [Starts @ 2:30]: Title: Sap Is Clever? Sap Ascent for Undergraduates Investigated with an Artificial Tree Authors: Sergio González-Cámara, Soledad Sanz-Alférez, Maria-Isabel Orús, and Jose-Ramón Ares Article #2 [Starts @ 11:30]: Title: Three Redshifts: Doppler, Cosmological, and Gravitational Author: Silvia Simionato New Column [Starts @ 18:40]: Title: Justice issues in physics and physics education Column editors: Deepak Iyer and Shannon Wachowski Article #3 [Starts @ 21:10]: Title: Using Universal Design for Learning to Support Students with Disabilities in a SCALE-UP Physics Course Authors: Westley James, James H. Cooney, Jacquelyn J. Chini, Eleazar Vasquez III, and Jillian Schreffler

After a year of major upheaval in education due to the global pandemic, we are left wondering “What's Next?” In this episode, a compassionate perspective is offered: focus on healthy teaching and focus on your own wellbeing first. You are what's next. All is well, it really is. Sink into that. Then move from there, wherever your energy, inspiration, and motivation might take you.

Do Angry Birds obey physics principles? How likely is it that two baseballs will collide in mid-air? How realistic are those science hacks in the tv series MacGyver? Are you curious how you can bring current news in science and pop culture as well as fictional fun into the classroom? Then you'll enjoy today's conversation with professor, author, blogger, youtuber, and tv consultant Rhett Allain. Full show notes: http://www.physicsalive.com/rhett   Links to Rhett's work Check out Rhett's blog at wired.com! The Dot Physics Blog Social Media Twitter: https://twitter.com/rjallain YouTube: https://www.youtube.com/user/rhettallain Rhett mentioned a channel called Physics Explained. I believe that is one of his playlists, not a separate channel. Rhett's books* Angry Birds Furious Forces Geek Physics: Surprising Answers to the Planet's Most Interesting Questions Just Enough Physics Physics and Video Analysis Other educational fun stuff mentioned on the episode SCALE UP Speed Dating phyphox Numerical calculations Glowscript trinket.io Checkout the Physics Alive episode with Brian Lane to learn more! Today's Guest Rhett Allain is an Associate Professor of Physics at Southeastern Louisiana University. Along with his teaching career, which was informed by his Ph.D. in physics education research at North Carolina State University, he's been busy in the world outside of academia. He is a prolific blogger for the website wired.com, has been a science consultant for the television series MacGyver and MythBusters, has spoken on the radio show Science Friday, pours his heart and soul into physics videos on YouTube, is a proponent for video analysis and coding in the classroom, and has written four books, including Geek Physics: Surprising Answers to the Planet's Most Interesting Questions and Angry Birds Furious Forces. Learn more about Rhett Allain at: Rhett's Allain's personal webpage and Rhett Allain's biography at Southeastern Louisiana University * The book links are affiliate links with Amazon. This means that I will earn a small commission if you purchase the book with the link. This is at no extra cost to you and helps to support the show!  

Nick Young is currently a physics education research & computational math and science PhD candidate at Michigan State University. He founded the website PERbites, dedicated to making the results of physics education research meaningful and accessible to all with bimonthly posts that provide short, clear descriptions of what’s happening in the field of physics education research. His current dissertation work explores the graduate admissions process in physics and whether or not the physics GRE is valuable or effective. He was a graduate fellow in Michigan State’s Hub for Innovation in Learning and Technology and helped create a resource for faculty about planning, implementing, and assessing experiential interdisciplinary courses. In this episode we discuss his various projects and the common theme of getting the word out on education research.   Nick Young’s homepage https://www.nickyoungper.com/index.html   Links from today’s episode:   PERbites https://perbites.org/   Project with the Hub for Innovation in Learning and Technology Spartan Studios Playkit   Articles from Nick’s Ph.D. work The Physics GRE does not help applicants “stand out” Using machine learning to understand physics graduate school admissions Suggestions for making graduate admissions more equitable   Other resources from AAPT:   Amusement Park Science Digi-Kit Join the new AAPT Communities. Go to aapt.org and click on the COMMUNITIES tab in the top menu.  

Today's Guest   Regina Barber DeGraaff, Senior Lecturer and STEM Inclusion and Outreach Specialist at Western Washington University, doesn’t mince words as we dive into the topic of inclusion. She acknowledges that this can be tough work, but vital as well. Learn about the challenges and opportunities in her role, recognizing and reflection on our identities, and Community Ambassadors, an upcoming SEA-change webinar that she will co-facilitate. Regina is also the host of the podcast Spark Science. The show’s tagline is “exploring stories of human curiosity.” She discusses making science more accessible and less intimidating, and how humanizing scientists can help the next generation see themselves in such a career.   Links from today’s episode:   Regina’s new website: https://www.scienceregina.com/ The Spark Science podcast! “Exploring stories of human curiosity.” https://www.sparksciencenow.com/   Western Washington University info: Regina’s biography STEM Inclusion and Outreach Specialist   SEA Change webinar Community Ambassadors - An Approach to Enhance Equity in STEM Wednesday, May 26th, 2021 from 4-5 pm ET Email program manager Alexis Knaub (aknaub@aapt.org) to learn how to join in  

During final exam week, student activities groups across the nation provide experiences that will help reduce student stress. But in this episode, the spotlight is pointed at the high stakes, cumulative exams themselves, and the flurry of late semester assignments that generate these stress loads. Let’s reimagine final exam week. Are traditional final exams really a meaningful and appropriate way to end the academic year or can we create a finale that sends students off in grand style? Let’s consider some alternatives and why we might want to try something new.   Articles and web links from the episode:   Sleep and Final exam performance To Study or to Sleep: How Seeing the Effect of Sleep Deprivation Changed Students’ Choices   Two-stage exams Physics Exams that Promote Collaborative Learning   Kelly O’Shea’s Collaborative Lab Practicum   Epic Finales Should Colleges Rethink Final Exams in the COVID Era? Some Profs Try 'Epic Finales' Final Exams or Epic Finales Experiential Education on the Edge: SETI Activities for the College Classroom   Karinda Barrett’s Concept Mapping finale   General alternatives to traditional testing Berkley Center for Teaching and Learning And many others!

In this episode, I explore the shame and anxiety brought on by math. I think this is widespread experience, from those individuals who struggle to understand “simple” mathematics to those who struggle to understand “complex” mathematics. Sometimes, shame can be motivating, but largely I think it is debilitating. The shame message is unconsciously passed on by media, peers, and even faculty.  In the world of education, we can reframe our responses to students' challenges with math, recognize and acknowledge the pervasiveness of shame and anxiety, and help construct healthy mindsets and confidence.  We can begin to undo generations of math shaming.   Articles and resources mentioned in the episode: "Americans Need to Get Over Their Fear of Math" by Sian Beilock "The Myth Fueling Math Anxiety" by Sarah Sparks Liberation Math, website by Angela Vierling-Claassen  

Dawn Meredith, Professor of Physics at the University of New Hampshire, has been an integral member of the Physics Education Research community since the late 1990’s and she has been a principal investigator on 8 PER grants. In this honest and down to earth conversation, we discuss not only the ideas and methods that have worked well, but also what hasn’t worked and why. There is just as much for the education community to learn from crash landings as from the soaring successes. But don’t worry; Dawn has a lot of successes to share as well! So settle in as we take a tour through important books, Scale-Up, Modeling physics, rounding cows, the mingling of biologists and physicists, and we discover why trees can get so tall. Today's Guest: Dawn Meredith Learn more about Dawn Meredith and her work: Dawn’s UNH Website Episode Notes and Resources Articles mentioned in the episode: Rounding off the cow: Challenges and successes in an interdisciplinary physics course for life science students Reinventing Physics for Life Science Majors Find Dawn’s resources on counter-current exchange, the flow of sap, and other materials at: The Living Physics Portal  

Pivot Interactives are complete learning modules for students that are available online. Many of them center on interactive video, which is a video where students can observe an event and then engage with the video by changing variables and taking measurements. These can be a great teaching tool during a regular school year, but during a global pandemic they stand out as a way to provide remote labs in a meaningful and valuable way. Today I’m speaking with Peter Bohacek, high school physics teacher and co-founder of Pivot Interactives. Learn all about how they work, the best ways to use them in the classroom, and the research that supports their efficacy.Check out Pivot Interactives!  Made by teachers FOR teachers.www.pivotinteractives.comYou can also find helpful information through Vernierhttps://www.vernier.com/product/pivot-interactives/Enjoy their 30-day free trialhttps://app.pivotinteractives.com/request-trialRead the research education paper by Bohacek and VonkDeveloping model-making and model-breaking skills using direct measurement video-based activitiesToday's guest: Peter BohacekPeter Bohacek is a co-founder of Pivot Interactives. He’s been in the physics classroom since 2000 and has a love of discovering ways that technology can help students learn science. Peter began using interactive video with his own students in 2010. The results were so promising, he was compelled to further explore and expand the capability of these videos.

A short guided meditation for the new semester. A call to embody the breath and create distance between common teacher thoughts of expectations, stress, to do lists, perfectionism...and that still quiet place inside of you that already knows everything is perfectly okay and that you are free to be imperfectly you. [07:20] - Go to the beginning of the meditation. Please visit www.physicsalive.com for more information about the podcast.

“Biomimicry is a practice that learns from and mimics the strategies found in nature to solve human design challenges — and find hope along the way.” This is the introduction on the Biomimicry Institute’s website. “The goal of biomimicry,” they continue, “is to create products, processes, and policies — new ways of living — that solve our greatest design challenges sustainably and in solidarity with all life on earth.” Biomimicry is just as much physics and engineering as it is biology. Plus, it’s solving real challenges in our world while also encouraging entrepreneurship. In this episode, find out how bringing biomimicry into the classroom can bring Physics Alive.Show notesExamples of biomimicry discussed in this episodeClassic biomimicry example– The kingfisher and the bullet trainA newer biomimicry example– The mantis shrimp, Helicoid industries, and impact resistant compositesYouth Design Challenge winner– The Texas Horned Lizard and the moist brickSee their video pitchGlobal Design Challenge finalist– Emulating mycorrhizal networks to increase food access to vulnerable populations Resources mentioned in the episodeYouth Design Challenge - for middle and high school studentshttps://youthchallenge.biomimicry.org/Global Design Challenge - for university students and young professionalshttps://biomimicry.org/globaldesignchallenge/Online database and search engine of over 1700 biological strategieshttps://asknature.org/Biomimicry design curriculum for high schoolhttps://biomimicry.org/biomimicry-and-science-hs-curriculum/Biomimicry toolboxhttps://toolbox.biomimicry.org/And many more educator resources:https://biomimicry.org/education/The three essential elements of biomimicryIt emulates something in natureDeep sustainability mindsetReconnecting to natureQuestions? Reach out to info@biomimicry.org Todays's GuestsRosanna AyersRosanna directs the Youth Design Challenge and the development of resources and programs to support educator interactions with the Biomimicry Institute. As a Science Coordinator, Rosanna supported the implementation of Next Generation Science Standards in 20 school districts. She has nearly 20 years of experience as a classroom educator, a college instructor and a county office administrator for science. Rosanna holds a K-8 Teaching Credential along with a supplemental authorization for Business in Secondary education. Rosanna has a bachelor’s in International Business, a Masters in Educational Leadership and School Development and an Administrative Credential for K-12 education. Michelle GravesMichelle is responsible for maintaining, expanding, and improving the Global Design Challenge and Launchpad programs of The Biomimicry Institute. Introducing people to the natural world, helping them understand the interconnectedness of living systems, and inspiring them to value a healthy planet has been her lifelong passion. Michelle holds a bachelor’s degree in ecology and evolutionary biology, and a master’s degree in marine biology.

Have you ever wanted to bring coding into your classroom?  Or maybe you’ve introduced some computation, but you want to move to the next level? Let’s go code some physics!  In this episode I talk with W. Brian Lane, the creator of the YouTube channel Let’s Code Physics.  We talk about his videos, the online coding platforms he recommends, and how to get started coding in the classroom.  We also talk about the workshops and exercise sets available through the PICUP community, and then branch into a different topic: replacing lab reports by asking students to write a letter home. Check out the YouTube channel Let’s Code Physics. A few video series include: A Journey through Modern PhysicsVPython for BeginnersCoding for High School PhysicsComputational Problems for Intro PhysicsEuler-Cromer for BeginnersTracker for Beginners Online coding platforms Glowscriptp5.js PICUP – Partnership for Integration of Computation in Undergraduate PhysicsLearn more at Compadre.org/PICUP Resources on the websiteSchedule of events: webinars, workshops, recordingsCollection of peer-reviewed exercise setsReady for classroom use, with starter code and lead-in codePICUP Slack channel. People post on this multiple times a week with questions and answers How can I build more confidence in my ability to teaching coding in physics?Start with an existing code. Don’t start with a blank program.Play with the code like it was a lab experiment. Know how “the equipment” works. Think about your goals for incorporating computation in the class. What are you hoping to accomplish?Scaffolding processYou and students start by reading code. Then learn to use code.Then modify code.Then add code.This guides you toward the end goal of being able to write code from scratch.And now for something completely different: Article: Letters home as an alternative to lab reportsor here

In this first episode of 2021, I share a few New Year’s teaching resolutions, and I offer some education-related podcast recommendations. My teaching resolutions for 2021:Don’t depend on content. Do depend on what students want to learn.Don’t grade unnecessarily. Do offer meaningful work.Do help students learn how to learn.Give more attention to the students I’ve withheld attention from in the past. Education podcast recommendationsTeaching in Higher EdEdSurge PodcastScience Modeling TalksLearning about Teaching PhysicsThe Physics Teaching PodcastCult of PedagogyLab Out LoudDead Ideas in Teaching and LearningLessons Earned

Board games in the classroom? Absolutely! In this episode I talk with Interim Dean and Associate Professor James O’Brien, co-founder of 4th Law Labs, a company dedicated to making education more accessible and more enjoyable.  We discuss the games Sector Vector and Resistile, gamification of education, and an innovative collaboration that brought physics and industrial design students together.For full episode notes, go to physicsalive.com/vectorSee Brad play the Physics Alive theme on his handpan Episode Notes and Resources 4thlawlabs.com/4thlawlabs.com/sectorvectorSector Vector is for sale now. Enter coupon code: Vect0r (note: zero instead of o) Conference papers:Teaching Vectors To Engineering Students Through an Interactive Vector Based GameResistance is Futile: A new collaborative laboratory game based lab to teach basic circuit conceptsIt’s All Fun and Games until Somebody Learns Where to find more info:The Web: www.4thlawlabs.comInstagram: 4thlawlabs Today's Guest: James O'Brien James O’Brien is the Interim Dean of the School of Arts and Sciences and an Associate Professor of Physics and Mathematics at Springfield College in Western Massachusetts. He graduated with a Ph.D. in Physics from the University of Connecticut in 2010, and his research focuses on theoretical and computational astrophysics, cosmology, and gravity. He serves as the Vice President of the International Association of Relativistic Dynamics. His passion for teaching has lead him to pursue educational pedagogies through gamification of education. He’s a member of the company 4th Law Labs and helped to design Sector Vector and Resistile, two competitive tabletop games, which engage students in an exciting atmosphere to help facilitate learning of essential physics concepts. 

Kate Hruby is a self-proclaimed physics doubter turned physics enthusiast. She sails boats, plays with flubber, has great insights about education and science communication, and hosts a fun and informative podcast called Go Forth and Science.Kate graduated from the University of New England in 2016 with a B.S. in environmental science and from the University of Maine in 2019 with a Masters in Earth and Climate Science. She is currently Chief Mate for the company Deep Sea Wilderness, where she is part of a team of experienced scientists and sailors providing students with live-aboard marine science, sailing and environmental education experiences on the Salish Sea off the coast of Washington state. This year she also started a podcast called Go Forth and Science, where she and her guests tell tales of science and adventure in the world around us. In this episode we talk about the learning experiences that made her education great, the super cool physics of flowing glaciers, why we and our students should learn a bit about glaciers, and we get the inside scoop on her podcast.For a full set of show notes, go to http://www.physicsalive.com/goforthLinks discussed in the episode:Let’s talk about teachingKate: "Science is fun and interesting, and we should be talking about it in a fun and interesting way."What has Kate found to be the most effective ways to learn?Hands on activitiesField tripsHave students teach the classLet’s talk about glaciersFlubber: makes a great glacier. Check out a recipe.Or watch a demonstration.Where can we go to learn more about glacier physics?UMaine GeodynamicsBritish Antarctic SurveyGoogle flubber glaciersFor example: A model presented on Science Fridayor a model on the National Park Service websiteGlacier PhETAnd of course the first few episodes of the Go Forth and Science podcastIt’s Super Cool Part IIt’s Super Cool Part IILet’s talk about the podcast Go Forth and ScienceFind the podcast at:Website: www.goforthandscience.comInstagram: goforthandscienceTwitter: goforth_scienceFacebook: goforth.science

A special message of thanks to students.

In 2020, Joe Redish retired from a 50-year career as a physics professor at the University of Maryland. During that time he was actively involved in the subject of physics education, from the use of computers, to cognitive modeling of student thinking, to the role of student expectations and epistemologies in their learning, and his more recent focused on the development of a new introductory physics course for life science students. Joe has so much passion and enthusiasm for education, and he is a storyteller extraordinaire. After a long and productive career, he still speaks of the exciting things he is learning with a glisten in his eye and wonder in his words. He bubbles with eager authenticity. And I’m just tickled pink to be talking with him.For a full set of show notes, go to www.physicsalive.com/joeLinks discussed in the episodeM.U.P.P.E.T. projectThe M.U.P.P.E.T. UtilitiesArticle: Student programming in the introductory physics course CUPLE project – Comprehensive Unified Physics Learning EnvironmentCUPLE homepage What is the psychology that you need in order to teach introductory physics? This is one of his most cited papers.Article: Implications of cognitive studies for teaching physics or at https://doi.org/10.1119/1.17461 Survey of student attitudes and beliefs about university physicsMPEX – Maryland Physics Expectation Survey Students have the wrong idea of what they are supposed to be learning in class and what they have to do to learn it. Joe calls this a "problematic epistemological frame." Article: Knowledge Activation and Organization in Physics Problem Solving  and also available on UMD site Papers in the Living Physics Portal.Find "Using Math in Physics" in the Living Physics PortalA preprint of an overview of this series of papers is available in the arXiv. American Public Media audio documentary:Don’t Lecture Me NEXUS – National Experiment in Undergraduate Science Education.NEXUS PhysicsMany published articles can be found here on the UMD website. To teach a physics class for life science majors, you need to learn a lot of biology. Learning Each Other’s Ropes “In STEM education, most of the work we do is service courses, we teach each others' students. And we never talk to each other. We really need to open this channel of communication.”

I present a kinesthetic model of the human circulatory system. This model connects the physical principles of Poiseuille’s Law and mass conservation to blood flow throughout the human body. Students grapple with conflicting principles, see the limitations of the Bernoulli principle, and ultimately gain a deeper understanding of the physics behind critical components of anatomy and physiology. Physics teachers collaborate with biology colleagues and learn from them how to create truly authentic biology-based physics curricula.  Building a kinesthetic model of the human circulatory system:Overview of the ActivityParts list First article presenting this model, from 2015:A kinesthetic circulatory system model for teaching fluid dynamics A draft copy of my article that was accepted for publication in the journal The Physics Teacher:Teach Poiseuille First Interview with Dr. Jonathan Lindner, Cardiologist and Professor of Medicine at Oregon Health and Science University:Interview with Dr. Lindner Access many more resources for teaching introductory physics for the life sciences at the Living Physics Portal:Living Physics Portal

For many physics educators, PhET’s are an essential teaching technology both in and out of the classroom. In this episode, I speak with Ariel Paul, the Director of Development for the PhET interactive simulation project. Ariel discusses the ins and outs of PhET development, how the team goes from an idea to a complete simulation in your web browser. We also talk about the educational goals a simulation is designed to meet and about research-backed ways to use PhET’s in the classroom. Check out PhET interactive simulations here!PhET website PhET stands for Physics Education Technology.  Some popular sims:Circuit Construction KitForces and MotionEnergy Skate Park “The real power of PhET simulations is their flexibility.” The importance of implicit scaffolding, a design framework that reduces the amount of explicit instruction needed to facilitate learning. Article: Guiding Without Feeling Guided: Implicit Scaffolding Through Interactive Simulation Design or at https://doi.org/10.1063/1.4789712 “Science is deeply satisfying and there’s a huge difference between something being fun and satisfying. There is a deep sense of satisfaction when you wrestle with an idea and understand it. So that’s our goal, I want science to be deeply engaging and deeply satisfying.” What are some of the best ways to use PhET simulations in class?“We trust and respect the professionalism of teachers. Teachers know their classroom, so we want to make a tool that you can use any way that you want.” He does suggest that the sims should not be used in a cookbook approach where you describe every action you want the students to do.They’ve seen that sims work best in a guided inquiry mode. Pure play isn’t the most effective way. Do start an activity with a few minutes of open play, for ownership, for efficiency in knowing the controls, and for drawing the students in. Then, after students first play, go into guided inquiry.Try challenge-style questions. Example: how can you make the brightest light bulb with two light bulbs and one battery?Or make some experimental observations and then design your own experiment.Predictive-style clicker questions. “What do you think will happen when I do this in the simulation?” Other related simulations and tools:Molecular workbenchDesmosAstrophysics simulations from UNLPhysics AviaryPhyslets What next step would you encourage users to try to increase the pedagogical value of the sims?How can you make it the most scientific experience for the students? Can you make a challenge prompt, can you invite open play, can you use the simulation as an explanatory tool?

If no rules about content and grading existed, what would you do? I truly believe that we can do anything. The possibilities are endless. In this episode, I acknowledge the COVID-19 world crisis and the stress that both teachers and students are under. Even under normal circumstances, teachers are chronically stressed and often experience burnout. The rules of education are stifling and lead to exhaustion. But what if we are playing by rules that don’t exist? I pose that the content we cover, the assignments we grade, and the lectures we deliver on stage are products of our own belief system, which is shaped by stagnant tradition. What if we see through those beliefs into a classroom, a world, where anything is possible? I challenge listeners to reconsider where they spend their time and effort, and I suggest small steps for making big changes right now.

Have you ever stepped into the classroom and found yourself surrounded by…pre-health students? Many of them don’t necessarily want to take physics, but here they are, sent to you by their program’s requirements. What do you do? Well, you could do what my guest today did: ask the medical professionals what students should be learning in a physics class, then teach THAT. With a grassroots approach, Nancy Donaldson has built an impressive and thriving Physics of Medicine program at Rockhurst University, a small liberal arts college in Kansas City. In this episode, she shares her long, winding road to professorship, her natural passion for making physics relevant for her students, and her love of designing curriculum that puts students at the center of their sense-making. Find out more about the Physics of Medicine (POM) major and minor at Rockhurst University.Physics of Medicine program requirementsRockhurst article about the POM program Why should educators be interested in teaching physics courses that relate to the human body and medical imaging?“I need to learn about what these [students] are interested in. I knew nothing about medicine or physical therapy. But I wanted to make the learning more relevant for my class.”“I’m a strong believer that if we don’t teach introductory physics to life science students in a way that helps them find its relevance, I mean, these are academically strong students and they should not be taking something just to check a box.” “Community Sourcing of Introductory Physics for the Life Sciences” and the Living Physics Portal (LPP).Living Physics Portal Three of Nancys modules can be found on the LPP: physics of the respiratory system, physics of the cardiovascular system, and fiber optics in medicine.  Nancy Donaldson et. al. published an article in 2019 on the interdisciplinary venture that she and other members of the Rockhurst community took.Article: “Development of an interdisciplinary conceptual conservation of energy theme for use in undergraduate physics, chemistry, and biology courses.”  She learned some of her early constructivist ideas from Fred Goldberg’s work on constructing physics understanding.Fred Goldberg I mentioned Rachel Scherr et. al. and the Energy Tracking Diagrams that were developed at Seattle Pacific University.Article: Representing energy. II. Energy tracking representations

What if I told you there is a place where you can discover new teaching methods, access scores of validated assessments, find videos to train your TA’s and LA’s, and even read a guide for how to move a lab course online. And what if I told you it is absolutely free and open access. Don’t believe me? Well it’s true! It’s called PhysPort, and today I’m speaking with Sam McKagan, the director and mastermind behind this website. She shares how it got started and what you can find on the site, as well as current projects that she is involved with, including the Living Physics Portal, a completely open source community for sharing curricular materials to teach physics to life science students. Quantum mechanics PhET simulations:PhET Quantum simulations Sam created a place for all things Physics Education Research (PER): PhysPort!PhysPort Another great resource is Compadre.Compadre If you go onto the PhysPort website, a great place to start is the “Expert Recommendations.”Expert Recommendations Multiple resources available for teaching online, especially valuable during the current global pandemic. For example:Article: I suddenly have to move my lab course online!  What should I do? Also find resources about equity in physics are available.Article: What racial, gender, and sexual orientation bias still exists in physics and what can I do about it? Looking for validated, research-based assessments to help test students’ conceptual understanding of topics? Assessment Recent publication by Sam et. al. is:Article: Best Practices for Administering Attitudes and Beliefs Surveys in PhysicsArticle: How physics instruction impacts student’s beliefs about learning physics, a meta-analysis of 24 studies An under-utilized component of PhysPort is a Periscope Collection, a collection of video lessons to use with TA’s and LA’s in a training course.PeriscopeAnd finally, a newer project, The Living Physics Portal. An open source website where faculty can share curricular resources dedicated to physics for life science majors.The Living Physics Portal Question for Sam: If you could endorse one piece of PER, what would it be?  There’s a paper that came out in 2020 that she’s really excited about: “Demographics of physics education research” by Stephen Kanim and Ximena C. Cid. Article: Demographics of PER Published on Sept. 23, 2020, just a few weeks after my interview with Sam, was another article she co-authored:Article:PhysPort Use and Growth: Supporting Physics Teaching with Research-based Resources Since 2011 

In the beginning, we stood and lectured to our students, filling the chalkboard with brilliant mathematics, dazzling from our stage. Then, education research showed that there are many, many better ways to facilitate learning. In this inaugural episode, your host, Brad Moser, shares his current perspectives within his ongoing journey through physics education, why he's decided to start a podcast, and what big ideas the show will encompass.