Created with Sketch.
28 minutes | Nov 2, 2022
The Physics Alive Road Journal
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.
64 minutes | Aug 19, 2022
The Investigative Science Learning Environment with Eugenia Etkina
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: email@example.com 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”
43 minutes | May 31, 2022
Diffraction of DNA and the DNA of my Physics Class
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
54 minutes | May 13, 2022
We’re Going on a Planet Hunt with Sara Seager
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
55 minutes | Mar 31, 2022
The Future of Education with Jeff Young
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
40 minutes | Mar 21, 2022
Podcast Reflections and Recent Articles from The Physics Teacher (Winter 2022)
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
61 minutes | Mar 10, 2022
The Physics Rundown on Running with Wouter Hoogkamer
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
63 minutes | Feb 17, 2022
The Underrepresentation Curriculum
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?
64 minutes | Feb 2, 2022
2022 AAPT Winter Meeting retrospective - Day 2
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.
62 minutes | Jan 20, 2022
2022 AAPT Winter Meeting retrospective - Day 1
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
59 minutes | Jan 13, 2022
Modeling Instruction, Teaching Teachers, and Fluid Physics with Jamie Vesenka
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
61 minutes | Dec 16, 2021
The Physics of Trekking Poles with Lindy Smith
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?
55 minutes | Nov 29, 2021
The POGIL Project with Rick Moog
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
42 minutes | Oct 23, 2021
An Interview with the Host of Physics Alive
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.
55 minutes | Oct 6, 2021
Labs: Stop Verifying and Start Investigating with Natasha Holmes
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
61 minutes | Sep 21, 2021
Teaching Expertise with Carl Wieman
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.
34 minutes | Sep 17, 2021
Fluency Bias and Deliberate Practice with Louis Deslauriers
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
34 minutes | Sep 10, 2021
The Wins and Challenges of Active Learning with Louis Deslauriers
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.
40 minutes | Aug 13, 2021
Better Allies with Karen Catlin
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)
42 minutes | Aug 1, 2021
2021 Excellence in Undergraduate Physics Teaching with Anne Cox
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
Terms of Service
Do Not Sell My Personal Information
© Stitcher 2022