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Sunday afternoon
achieve these results, the department has taken a systematic approach
to reforming the undergraduate experience, targeting introductory
course transformations, revising the undergraduate degree programs
(including a new teacher preparation program), promoting strong
advising within the department, engaging local high school teachers,
and establishing a major Physics Education Research Group. FIU, as
a minority-serving institution in South Florida, serves as a unique
laboratory to investigate how to effectively support success of histori-
cally underrepresented groups including women. An overview of the
critical community elements will be presented.
*Supported by NSF Award # PHY-0802184.
Session BD: How Do You Use
Videos?
Location: Salon 7
Sponsor: AAPT
Date: Sunday, January 5
Time: 4:30–5:50 p.m.
Presider: Susan Johnston
BD01:
4:30-5 p.m. YouTube Physics – Not Just for Internet
Celebrities
Invited – Edwin Greco, Georgia Institute of Technology, Atlanta, GA
30332;
Jarrad Reddick
In this talk we will discuss our experiences implementing student-
created videos in our physics classes at Georgia Tech. We have
implemented student-created videos in three different settings: large
introductory courses with non-majors, freshman seminar, and as
online tutoring resources for undergraduates. We will discuss our use
of these videos in a variety of different aspects within our courses. For
example, we have asked our students to create video solutions to phys-
ics problems, post-exam reflection exercises, and submit term projects
as video presentations of their work. In our freshman seminar course,
physics majors were asked to create video interviews with physics
alumni as part of their career exploration. We will also discuss meth-
ods for evaluating student created videos and some of the difficulties
that we have encountered along the way.
BD02:
5-5:10 p.m. A Bullet-Block Experiment as a
Capstone Mechanics Experiment*
Contributed – David P. Jackson, Dickinson College, Department of
Physics Carlisle, PA 17013-2896;
Priscilla W. Laws, Dickinson College
Robert B. Teese, Rochester Institute of Technology
Imagine a bullet fired vertically into a block of wood directly in line
with its center-of-mass. Now imagine repeating the experiment with
the bullet being fired off center. Would the block travel straight up in
each case? Would the block rise to the same height in each case? These
questions (and more) will be discussed in this talk, which focuses
on how we used high-speed video to capture a fascinating (and very
surprising) experiment that is difficult to perform in the classroom.
This experiment was performed and filmed by the LivePhoto Group
as part of the Interactive Video Vignettes project and elements are
featured on Derek Muller’s Veritasium YouTube channel. *Supported
by NSF grants DUE-1122828 and DUE-1123118
*Supported by NSF grants DUE-1122828 and DUE-1123118
BD03:
5:10-5:20 p.m. The Bullet-Block Experiment: A
Sample Interactive Video Vignette
Contributed – Priscilla W. Laws, Dickinson College, Department of
Physics, Carlisle, PA 17013;
David P. Jackson, Dickinson College
Robert Teese, Rochester Institute of Technology
The LivePhoto Physics Group has been creating and testing a series of
Interactive Video Vignettes (IVVs) involving topics normally covered
in introductory physics courses. Each Vignette includes videos of a
physical phenomenon, invites the student to make a prediction, com-
plete an observation or analysis, and, finally, compare findings to the
initial prediction. Vignettes are designed for web delivery as ungraded
exercises to supplement textbook reading, or serve as pre-lecture or
pre-laboratory activities. A sample Vignette will be shown, and the
speaker will comment briefly about ongoing research on the impact
of Vignettes on motivation, learning and student attitudes. (NSF
1122828 and 1123118)
BD04:
5:20-5:30 p.m. Video Capture and Analysis
Projects to Engage Students
Contributed – Zenobia S. Lojewska, Springfield College, Springfield, MA
01109-3788;
I will address how to use digital video motion analysis as a teaching
tool in an introductory physics course. This presentation focuses on a
Physics for Movement Science course geared towards Physical Educa-
tion, Athletic Training, and Exercise Science majors. It is explained
how students capture their own video clips and analyze them. Some of
the video clips are presented.
BD05:
5:30-5:40 p.m. Now You See It
Contributed – Nina M. Morley Daye, Orange High School, Hillsborough,
NC 27278-9413;
Come and see some of the ways I am using videos in my classroom. I
am using videos for implementing a “flipped” classroom, virtual field
trips and assessment.
BD06:
5:40-5:50 p.m. Hybrid Visual-Tutorial Instruction
Model to Learn the Concept of Density
Contributed – Sergio Flores, University of Juarez, Juarez, Chihuahua,
Mexico;
Maria D. Gonzalez, University of Texas at El Paso
Juan E. Chavez, Luis L. Alfaro, Juan Luna, University of Juarez
The University of Juarez and the University of Texas at El Paso have
developed a hybrid instruction model to combine lab activities and a
tutorial-based inquiry through the use of a video. Students from the
Introductory Physical Sciences Courses can construct the concept
of density in the contexts of solids and liquids. Data were collected
through a post-test, a pre-test and homework designed in the same
context of the corresponding learning topics. Students are exposed
to a 30-min video of the lab activities. This video is available for the
students though the whole lab. Students have the option to watch any
section of the video as many times as they need it. Results show that
students’ questions related to lab procedures and conceptual content
are reduced. Finally, we will present the corresponding learning gains
of both sets of groups, treatment and control groups.
