Looking for more engaging science examples for your elementary or middle school classroom? In this session, we will break down scenes from classic cartoons like Coyote and Roadrunner, Speedy Gonzales, and other cartoon movies using physics concepts taught in the elementary and middle grades. Teachers will go through a few hands on experiments that their students can do to test whether or not the cartoon scenes showed good or bad physics. Teachers will also use the CER (Claim, Evidence, and Reasoning) method of developing good scientific explanations that are grade level appropriate. Participants will receive information on where to find each clip and hands on materials for easy use in the classroom.

The Next Generation Science Standards require students to use scientific and engineering practices and to apply crosscutting concepts to develop an understanding of disciplinary core ideas. How do we implement these shifts in our classroom? Participants will engage in a 3-Dimensional lesson followed by an analysis of the Science and Engineering Practices and Crosscutting Concepts involved in the lesson. The format of the NGSS will be explored; focusing on 3-Dimensional performance expectations. Time will be devoted to strategies for 3-D lesson design and story line development. Supplemental resources will be made available.

Discover hands-on with astronomy activities that bring space science concepts to life for your students. From interactive scale models to aliens and supernova, these activities and demos will wow your students and bring these concepts to life. Come ready to play and learn. Leave with materials to use in your class plus interactive slide decks, connections to local astronomers, and easy to access additional activities.

Take advantage of the opportunity to meet with your Members of Congress while in Washington, DC and educate them on the issues that are important to you. Congress must hear from you, their constituent, about the importance of science and education. Increasing the quality of science education is critical to helping the nation strengthen its global competitiveness by preparing a workforce for the 21st century. This workshop will train you on how to do a Congressional visit and will include how to effectively communicate with policy makers, as well as a briefing on current political news. This workshop is the final part of a three part series on science policy and how to engage. Two training webinars will be offered before the AAPT 2018 Summer Meeting on: 101 Science Policy and How To Engage With Policy Makers, which will include how to contact your Member of Congress to schedule a meeting.

During this ½ day workshop, we will introduce you to the Physics Resource Instructional Association (PIRA) and the PIRA 200. Almost every demonstration one can think of has a catalog number within the Demonstration Classification System (DCS); we will introduce you to this system and the comprehensive bibliography that details journal articles and demonstration manuals for construction and use in the classroom. The PIRA 200 are the specific 200 most important and necessary demonstrations needed to teach an introductory physics course. We will also show a subset of approximately 50 demonstrations explaining use, construction, acquisition of materials, and answer any questions in this highly interactive and dynamic environment. Ideas for organizing and building your demonstration collection will be presented. We especially invite faculty members teaching introductory physics to attend. NOTE that this is a paperless workshop. All information and materials will be distributed on a USB thumb drive. A computer, tablet, or other device capable of reading a USB will be needed for note taking, or you can bring your own paper.

To positively impact higher education in STEM, post-secondary science educators have also begun to realize Next Generation Science Standards (NGSS Lead States, 2013) importance for college science teaching (Cooper et al., 2015). Scientific argumentation has been highlighted in NGSS as one of the key science and engineering practices. Studies have shown that embedding scientific argumentation in problems can enhance conceptual understanding and problem solving skills. Yet, students are seldom encouraged to justify or explain their solutions, reflect on their appropriateness, or consider alternatives. In this workshop we will share research-based approaches to infusing argumentation in introductory physics and provide evidence on the effectiveness of these approaches to improving learning and problem solving. We will briefly review literature on alternative frameworks and approaches to infusing argumentation in science. Participants will be encouraged to consider ways in which argumentation can be infused in their own classrooms and share these insights with others. We will discuss possible future directions that participants can embark upon to conduct research in their own settings about argumentation in physics. This workshop is supported in part by U.S. National Science Foundation grant 1712201. Opinions expressed are those of the authors and not necessarily those of the Foundation.

High school students need to learn how to construct explanations and design solutions using scientific practices, according to the NGSS. Lab practicums are an engaging and effective way for students to demonstrate their understanding. At the same time, students often learn and work in groups, and scientists also work in teams. How can we design assessments that challenge students to use their practical skills while also reflecting the social nature of scientific understanding? In this workshop, participants will work through collaborative practical exams, learn about different approaches to group and practical assessments, think through how to apply these assessments in their own classrooms, and have an opportunity to design and try out a practical assessment of their own. Although we hope that this workshop will be interesting to a wide audience, our target audience is high school teachers.

Ever dream of doing science in space? Arduino microcontroller based experiments and high-altitude weather balloons provide a low-cost and uncomplicated way to do science experiments in the stratosphere. This workshop will provide an introduction for those who wish to explore this exciting combination of platforms in their classroom and research. In the morning we will provide a brief introduction to using Arduino microcontrollers with emphasis on sensors appropriate to high-altitude ballooning research. In the afternoon we will cover the details of high-altitude ballooning and research opportunities in near-space. Throughout the day we will share ideas for projects that are hands on and student driven.

Physics instructors are increasingly being asked to reform their teaching practices and use evidence-based instructional strategies to actively and intellectually engage their students. In this workshop, participants will gain first-hand experience implementing multiple collaborative learning activities that have been specifically designed for use in introductory physics for life science (IPLS) courses. Examples will include content from mechanics, electricity, magnetism, and optics, with each activity grounded in real-world applications to biological phenomena and/or medical practices. Participants will also gain a better understanding of student difficulties in IPLS-focused topics and be introduced to teaching methods aimed at addressing such issues.

Participants* will learn how to modify introductory physics courses at any level to help students acquire a good conceptual foundation, apply this knowledge in problem solving, and engage them in science practices. The framework for these modifications is Investigative Science Learning Environment (ISLE). We provide tested curriculum materials including: (a) The second edition of College Physics Textbook by Etkina, Planinsic and Van Heuvelen, the Physics Active Learning Guide and the Instructor Guide; (b) a website with over 200 videotaped experiments and questions for use in the classroom, laboratories, and homework; (c) a set of innovative labs in which students design their own experiments, and (d) newly developed curriculum materials that use LEDs to help students learn physics. During the workshop the participants will learn how to use the materials in in college and high school physics courses to help their students learn physics by practicing it. We will focus on the connections of our materials with the NGSS and revised AP curriculum, specifically on the interplay of science practices and crosscutting concepts. *Please bring your own laptop to the workshop if you own one. If you do not own a computer, you will be paired with somebody who does.

Easy Java/JavaScript Simulations (EJS) is a modelling and authoring tool that allows teachers with only basic programming skills to create sophisticated simulations in Java or JavaScript (www.um.es/fem/EjsWiki). The Open Source Physics collection at the AAPT-ComPADRE digital library hosts hundreds of these simulations which can be freely downloaded, inspected and, if desired, easily modified to match each teacher’s needs. Now, EJS allows converting JavaScript simulations into individual Apps through simple usage of the IONIC platform (ionicframework.com). This means that the modified simulations can be converted into iOS or Android apps, or into Progressive Web Apps that run from browsers and are platform-savvy, including the possibility to access device hardware. This hands-on workshop will teach the basics of EJS, how to download and modify simulations from ComPADRE, and the process of converting a simulation into an independent App. Publishing in the Google Play or the App Store will be outlined, but not fully covered, since it requires individual subscriptions. Attendants will learn to test the App in their Android or iOS devices, and how to publish it from a Web server.

The Next Generation Science Standards (NGSS Lead States, 2013) and science standards of many states emphasize incorporation of engineering practices in science instruction. Drawing on the work of scholars who have inspired the meaningful integration of STEM disciplines at the K-12 level (e.g., Sanders, 2009; Sanders & Wells, 2010), we define integrated STEM as teaching and learning of content and practices of science and/or mathematics through integration of practices of engineering and engineering design of relevant technologies. In this workshop, we will share exemplars of recent CATALYST middle school curricula that integrate other STEM disciplines with physics learning (i.e. biology and physics). Finally, we will articulate a guiding conceptual framework for designing curricula for physics that integrates the learning of physics with other STEM disciplines. Participants will participate in design activities to emphasize engineering practices and have an opportunity to strategize how they may wish to create integrated learning opportunities for their own physics classroom. Participants are requested to bring their own laptop computers. This workshop is supported in part by the Center for Advancing the Teaching and Learning of STEM (CATALYST), Purdue University.

Whether your lab curriculum is ripe for an overhaul, well-established, or you are simply looking for exciting and innovative activities for the classroom, this workshop will provide new ideas to bring home to your institution. Presenters from colleges and universities across the United States will each demonstrate their approach to a favorite introductory lab exercise or two. This year's workshop will focus on labs for Thermal Physics. Attendees will have the opportunity to work with each instructor and their apparatus, and will have an opportunity to browse the equipment freely. Documentation will be provided for each experiment, with lab manuals, sample data, equipment lists, and construction or purchase information. This workshop is appropriate primarily for college and university instructional laboratory developers, but all instructors are welcome.

This workshop is intended to serve as an introduction to using Network Analysis in Physics Education Research. Network analysis is the analysis of relational data. In this workshop participants will consider how relational data differs in terms of data collection, cleaning, and analysis. This workshop will enable participants to explore analyses of pre-cleaned network data, or if participants have their own data we will facilitate working analyzing their own data. This hands-on approach will use pre-packaged software to explore network metrics that describe nodes and whole networks. Workshop participants will need to bring their own laptops, ideally with Gephi pre-installed. Gephi is an open source, cross platform, network analysis package that facilitates the visualization and analysis of network data.

Participants will start with performing several investigations using LED’s. First, participants will use a microcontroller to measure the I-V curve of several LED's and determine the Boltzmann constant (with assistance of a simple spectrograph. Second, participants will use LED's as very inefficient single photon avalanche photodiodes and do several counting and coincidence investigations. The participants will learn how to make (and take with them) several pieces of equipment to perform some modern physics investigations using LED's. In the process the participants will learn about how to use the mixed signal microcontrollers for other investigations as well.

Learn about how the LIGO experiment uses interferometry to detect gravitational waves and study the result. We will put together an interferometer and do other hands-on activities with LIGO physics. Bring your laptop to work with LIGO data.

Microcontrollers are relatively inexpensive devices that you can program to collect data from a variety of sensor types and control external devices such as motors and actuators. Microcontrollers can be used in a variety of classroom activities and student projects. We will focus our workshop on using an Arduino Microcontroller to construct a mini-underwater vehicle that will seek out to hover at a desired programmed depth. We will also discuss how our students use Arduinos for fun, research, underwater ROV’s and general exploration. An optional pool-test of your mini-underwater vehicle will occur after the workshop at a nearby hotel pool. Note: you get to keep your mini ROV with Arduino. No previous microcontroller programming or electronics experience is required. You need to bring your own Windows, Mac, or Linux computer.

This workshop will provide interested teachers with an introduction of how to use robotics to teach science concepts in introductory physics and physical science classes. Robots are a natural way to apply physics concepts to daily life. These materials can be used in a class setting or as an extra-curricular activity for enrichment. We will provide additional information about various robotics competitions available for students. This workshop will be useful for middle schools, high schools and Introductory college classes.

Ever wondered how to integrate a little bit of coding into a high school physics class without overwhelming your students or taking up lots of class time? This hands on workshop will provide an overview of simple, conceptually-motivated exercises where students construct games like asteroids and angry birds using a free in-browser editor that works great on chromebooks or whatever devices you have. Following that we will show you how to use stemcoding.osu.edu which is a free "learning management system" that is designed to facilitate using coding activities in sizable classes. This framework also includes assessment questions designed to probe whether students are building their conceptual knowledge as they complete the activities. We will share with you a full set of lesson guides and solutions for over 17 different simple coding activities for high school physics and physical science, all of which produce PhET-like interactives. If you have enjoyed seeing coding tutorial videos on the STEMcoding youtube channel (http://go.osu.edu/STEMtube) here is your chance to do a deep dive! The STEMcoding project is led by Prof. Chris Orban from Ohio State Physics and Prof. Richelle Teeling-Smith in the physics department at the University of Mt. Union. The STEMcoding project is supported in part by the AIP Meggers Project Award.

This workshop is for attendees who are looking to develop an informal physics program, or who already facilitate an informal physics program, to reflect on design and assessment. The focus will be on big picture planning - the intent is not to showcase specific physics demonstrations or apparatus but to establish a broader plan of action for the design of activities that meet the goals and needs of the programs. In the first part of the workshop, you will identify needs in physics education in local communities, consider how to partner with community organizations, and determine the goals of existing or new programs. Attendees will spend significant time developing their ideas and getting feedback from fellow attendees and workshop organizers. The second part of the workshop includes a discussion of challenges in assessing informal physics programs, how to develop a research agenda, and planning for assessment. Attendees will consider the best tools and practices for their program. Additionally, in this workshop you will connect with other people interested in research-driven informal physics programs to build community and collaboration. Workshop attendees will take away ideas about how to leverage effective design and assessment of informal settings towards increased resources and support.

Do you find it difficult to add modern physics into your high school physics curriculum at the end of the school year? Are you looking for activities closer to the scientific cutting edge during the school year? Why not try to integrating modern physics topics and data from recent experiments into your current curriculum? Come join us and let's work through multiple activities from modern physics experiments that apply and integrate kinematics, momentum, energy, ohm’s law, and more fundamental physics that we teach every day.

This workshop will be a primer on how to procure apparatus for effective physics outreach. We will review the ideal demos for effective outreach, list and review effective and ongoing outreach programs, how to find sources of funding for outreach demos, and where to purchase and how to produce outreach demos. Participants will leave with at least one new demo for their outreach!

Are you interested in 3D printing? Designing demo or lab equipment on the computer? The first step is learning the basics of 3D solid modeling. In this half day workshop, you will learn how to create simple 3D solid models. We will be using is Onshape, a free to educator/student software that resides completely in the cloud. Accessing Onshape is as easy as logging into your e-mail. Since it is in the cloud, no need for downloading software or deal with updates. It is also easy to share files with others for troubleshooting help. Bring your own laptop and mouse.

Instructors often focus on content and pedagogical approaches to improve student engagement and learning in physics courses. However, students’ motivational characteristics can also play an important role in their engagement and success in physics. For example, students’ sense of belonging in a physics class, their self-efficacy, and views about whether intelligence in physics is “fixed” or “malleable” can affect engagement and learning. These types of concerns can especially impact the learning outcomes of women and other underrepresented students in the physics classes and stereotype threats can exacerbate these issues while learning physics. In this workshop, we will discuss prior research studies that show how different types of social psychological interventions (e.g., social belonging and growth mindset) have improved the motivation and learning of all students, especially women and underrepresented minorities in STEM fields. These interventions include providing data to students about how intelligence is malleable and one can become an expert in a discipline by working hard in a deliberate manner, sharing with students examples of testimonies of past students with diverse backgrounds who struggled initially but then succeeded by working hard and using deliberate practice, asking students to write a letter to a future student about how they can succeed in physics and view struggling as a stepping stone to succeeding and giving students an opportunity to share their concerns with peers. We will discuss how these interventions can be adapted and implemented in physics classes. We will also describe and have participants reflect upon a social belonging and growth mindset intervention that we have incorporated in introductory physics courses and initial findings from the intervention. The participants will also have the opportunity to adapt one of the interventions for use in their own physics courses in small groups and act out the intervention with the workshop participants in other groups acting as introductory physics students. Suggestions and feedback on the interventions chosen and acted out during the workshop will be provided from workshop leaders and other participants. The types of interventions discussed in this workshop are short, requiring less than one hour of regular class or recitation time even though they have the potential to impact student outcomes significantly—especially for women and other underrepresented students in physics classes. This workshop is suitable for K-12 and college instructors and teaching assistants (both graduate and undergraduate). If you would like to send me the details that you get when you upload these things, I can take a look to see that everything is fine. Thanks again for everything! I am very sorry for increasing your work.

In this workshop we will share many labs that are suitable for both high school and introductory college physics. The labs are challenging but not too difficult and, leave plenty of room for creativity! We have found success by limiting the goals for the labs to: 1. Fun and engaging, 2. Built in student choice, 3. Related to this week’s material. The labs are effective at engaging the students in problem solving and conceptual understanding. Merrell used this type of lab as a high school teacher and physics quickly became one of the most popular classes in the school. Adams, inspired by Merrell, has found that her college students no longer rush to leave, and in some cases stay to see how other groups do even after they’ve turned in their lab write up for the day! This workshop will allow you to try out these labs for yourself.

In this workshop we will discuss the importance of integrating computation into the physics curriculum and will guide participants in discussing and planning how they would integrate computation into their courses. The PICUP partnership has developed materials for a variety of physics courses in a variety of platforms including Python/VPython, C/C++, Fortran, MATLAB/Octave, Java, and Mathematica. Participants will receive information on the computational materials that have been developed, will discuss ways to tailor the materials to their own classes, and will learn about opportunities that are available to receive additional support through the PICUP partnership. PLEASE BRING A LAPTOP COMPUTER WITH THE PLATFORM OF YOUR CHOICE INSTALLED. This workshop is funded by the National Science Foundation under DUE IUSE grants 1524128, 1524493, 1524963, 1525062, and 1525525. This workshop is funded by an NSF grant. The participant will pay up front for the workshop during registration and receive a refund after the workshop is completed in the amount of $60. The total cost of the workshop to each participant is $20 for AAPT members and $45 for non-members of AAPT.

RealTime Physics and Interactive Lecture Demonstrations have been available for over 15 years—so what’s new? Participants in this workshop will have hands-on experience with some of the activities in RTP and ILD using clickers, video analysis and computer-based tools to teach electricity, magnetism and optics. These active learning approaches for lectures, labs, and recitations (tutorials) are fun, engaging and validated by physics education research (PER). Research results demonstrating the effectiveness of these curricula will be presented. The following will be distributed: Modules from the Third Edition of RTP, and the ILD book.

Support gender equity in physics education through active strategies and discussions. Come to this workshop to learn how to be a part of a national campaign for high school physics teachers and their students, STEP UP for Women (Supporting Teachers to Encourage Pursuit of Undergraduate Physics for Women). During this workshop, learn about gender representation in physics in the U.S. and around the world, and engage in active strategies and two specific lessons that are demonstrated to enhance the physics identity of young women. If only one-third of high school physics teachers was able to recruit an interested young woman to a physics undergraduate program, gender imbalance upon enrollment would be offset. Undergraduate faculty have a special role to welcome and retain these young women. Whoever you might be, be a part of the change! (This workshop is fully funded by NSF #1720869. Participants who complete the workshop may seek full reimbursement of their workshop registration fee.)

This workshop aims to help physicists and physics educators learn how to create inclusive environments in their classrooms, schools, and/or departments. The tools and strategies developed in this workshop will be informed by intersectional feminism, feminist science studies, and physics education research. In the first half of this workshop, we will explore different ways institutional and structural discrimination manifest in physics institutions and communities. We will also discuss ways to anticipate and mitigate these discriminations and the problems they create. In the second half of the workshop, we will practice identifying and intervening in instances of discrimination and bias. This practice will help participants become knowledgeable about and comfortable with addressing these issues as they arise in everyday situations.

Physics departments must constantly develop up-to-date courses that can attract both majors and non-majors. Specifically, students from Bioengineering, Materials, Chemistry, Chem.E., Biochemistry, Biophysics (and even Physics) are keenly interested in biophysical topics. There is also a growing cohort of premedical students in these majors who are willing to go beyond standard first year text material. Many faculty find such interdisciplinary instruction scary, at first, so there is much to discuss. The session will include: * Discussion of inexpensive in-class demos, with detailed how-to documentation. * Discussion of collaborative tasks, especially getting students up and running with computer programming very fast, in a course not explicitly dedicated to computation. * Science tutorials, especially on the recent revolution in light imaging (superresolution, two-photon, etc), stochastic simulation, dynamical systems, visual neuroscience. * Discussion of project-based learning, including pairing students across disciplines as partners. Participants should bring a laptop computer to the session. Some funds will be available to offset registration fees.

This hands-on workshop is designed for AP, IB and honors physics teachers interested in engaging their students in inquiry-based active learning based on the award winning Workshop Physics curriculum at Dickinson College. Teachers will work with activities based on PER and NGSS in mechanics, rotational motion, waves and circuits selected from the Activity-Based Physics High School Ê-dition. How to use pre- and post-testing assessments will be a part of the workshop. The curricula uses computers for data collection and analysis and allows students to learn physics by doing physics. In addition to Workshop Physics, the workshop will include units from Interactive Lecture Demonstrations, Physics with Video Analysis and Interactive Video Vignettes. Activities that tie into NGSS will be highlighted and discussed. The data acquisition software is compatible with both Mac and Windows computers and is supported with set-up files by PASCO and Vernier. Participants will receive copies of supporting texts in addition to Teaching with the Physics Suite.

This workshop is appropriate for college and university instructional laboratory developers. At each of five stations, presenters will demonstrate an approach to an intermediate or advanced laboratory exercise. Each presenter will show and discuss the apparatus and techniques used. Attendees will cycle through the stations and have an opportunity to use each apparatus. Documentation will be provided for each experiment, with sample data, equipment lists, and construction or purchase information

In this hands-on, minds-on workshop, we'll exploring new research-based strategies for getting students to think critically in intro physics labs. We'll explore methods of teaching scientific practices such as uncertainty and data analysis, modeling, and experimental design. We will focus on a strategy that uses cycles of comparisons and decision making to expose students to the creativity and excitement of physics experimentation, the nature of measurement, and more. We aim for participants to leave the workshop with tools, ideas, and structure to implement the approach in their own courses.

Lab courses provide exciting opportunities for instructors and students alike to engage in authentic physics experimentation. During this half-day interactive workshop, lab instructors and education researchers will share creative teaching ideas with one another. In particular, we will discuss teaching practices that are known to support students’ development of competence with modeling, troubleshooting, and scientific communication. We will also discuss how to design projects and learning environments that result in students feeling ownership of their work and proud of their outcomes. The goal of this workshop is for all participants to walk away with concrete strategies and design principles that they can incorporate into their next lab course.

Teachers of physics commonly expect their students to draw on formal physics knowledge to construct chains of reasoning that start from established principles and lead to well-justified predictions. If exam performance does not match such thinking patterns, it is natural to conclude that students either do not possess the requisite conceptual understanding, or perhaps that they lack the reasoning ability needed to chain the ideas together. An emerging body of cognitive science research, however, suggests an alternate explanation: students may “abandon” formal reasoning in favor of ideas that are more intuitively appealing in the moment. As yet, not much is known about how intuition, reasoning, and conceptual understanding interact as a student learns new physics. Nevertheless, insight into these relationships is important for both researchers and instructors. In this workshop, participants will explore these relationships by examining student responses to a variety of assessment tasks. The focus will be on collaborative analysis and interpretation of student data, and on discussion of the implications for classroom instruction in physics.

This workshop focuses on race, ethnicity, and equity in the context of physics education. We especially encourage those that may feel novice in talking about race and ethnicity to attend but welcome everyone who is interested in exploring this area as well. We will support participants to examine educational spaces through the lenses of race and ethnicity. We will also consider how race and ethnicity play a role in systemic issues affecting physics education more broadly. Topics to be explored will be guided by participant input and may include, but are not limited to: identity, culture, privilege, microaggressions, implicit bias, and colorblind rhetoric. We will engage in group conversations, self-reflection, and explore possibilities for action within our own institutional contexts

The need for public understanding of science has never been greater — but few of us receive training in how to communicate effectively. If you have an idea for a book, article, blog, podcast (or play, television series or movie) that brings science to the public, this workshop will help you test and refine your idea. Neuroscience research shows that people are hardwired to learn via stories. We’ll introduce you to the basic principles of storytelling and show how they apply to scientific material. You’ll learn the essential questions you should be able to answer before you start any writing project, and how those answers will point you toward the best structure and format for your work. You’ll leave the session with a clearer perspective on what you want to say, how best to say it, and the next steps for getting your work out to your intended audience.

This hands-on workshop is designed for teachers at all levels in search of fun physics demonstrations, lab experiments, and interactive materials through the use of ordinary children's toys. More than 60 toys will be demonstrated and the physical principles related to these toys will be discussed. This workshop will concentrate on toys that illustrate the concepts of kinetic and potential energy, linear and angular momentum, electricity, magnetism, pressure, and temperature. You will have the opportunity to participate in both qualitative and quantitative investigations using toys. The workshop leaders have found that toys can be utilized at all grade levels from kindergarten through college by varying the sophistication of the analysis. These same toys can also be used for informal presentations to public groups of all ages, whether children or adults.

In order to help students learn physics and develop their problem solving and reasoning skills, physics instructors and teaching assistants should not only have content knowledge of physics but also be versed in pedagogy in order to bridge the gap between teaching and learning. The knowledge of common student difficulties with various physics concepts is one aspect of what Shulman coined as “pedagogical content knowledge”. In this workshop, we will explore the common difficulties of introductory physics students in mechanics and electricity and magnetism and the extent to which instructors and teaching assistants are aware of it. Participants will identify common alternate conceptions of introductory physics students on some physics questions in mechanics and electricity and magnetism and compare their responses with what the data suggest are the common difficulties in those contexts. In addition, participants will discuss productive approaches to integrate this knowledge into their pedagogical design to help their introductory physics students develop a robust knowledge structure. This workshop is suitable for K-12 and college instructors as well as teaching assistants (both graduate and undergraduate).

This workshop is packed with demos and activities suitable for all ages. Are you looking for easy ways to infuse inquiry into your classroom? Don't have a demo manager? We will help you establish having several small demos conveniently packed into one box, ready for the classroom at any moment. You may bring your box to your class and use the demos to highlight lecture points, or use them when a student asks a question. Use a "Just-In-Time" teaching approach but with a demo twist! We will show you how to pack small demo kit boxes that pack a large instructional punch. The demo focus this summer is optics (cool visuals are likely to be involved). Participants will leave with a lot of demos!

Learn how to use materials from the Contemporary Physics Education Project (CPEP) in the high school classroom. CPEP has developed posters and educator guides explaining Particle Physics, Plasma Physics, Nuclear Physics, Cosmology and Gravitation. Attendees will receive free materials!

AAPT SM18 attendees will be given the opportunity to attend a field trip to the National Air and Space Museum in Washington, DC. Attendees will metro from the Washington Renaissance to the Air and Space Museum.