United States

Our Junior Lab requires four experiments per semester. In spring 2020 the final two experiments were done by students at home. They were asked to design their own experiments using available resources. Extra credit was given for an inventory of these resources, which varied quite widely amongst students. Details and computer code for one possible experiment was given to students: the use of mobile phone image sensors for cosmic ray detection. An alternative to the final experiment was to submit instead a white paper describing plans to develop an application of physics to the Covid19 pandemic; students were sent a primer on possible topics. Students were individually counseled on their projects by email and through Zoom meetings. The capacity of students to independently conceive of and execute experiments varied widely and revealed the need to better equip students with knowledge and skills to pose problems, deal with ambiguity, and work resourcefully with physical devices, materials, and supporting literature.

AAPT SM 20

Student Design of Advanced Lab Experiments at Home using Available Resources

advanced physics labs

experiment design

remote labs

The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. The program featured plenary speakers, sessions, workshops and many special activities.

For more information please visit the 2020 AAPT Virtual Summer Meeting page at: https://www.aapt.org/Conferences/SM2020/index.cfm.


The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. 

technical paper

Many instructors have recently been thrust into the online delivery of physics courses. When Athabasca University pioneered distance education physics in the 1990s with standard freshman mechanics and E&M content, labs could not be done remotely. Then, calculators able to control detectors, such as sonic rangers, became available. A “home lab” approach was developed, which later extended to other subjects, allowing students to perform quality physics experiments with real data, using a lab kit borrowed from the library and sent by mail. Through time our highly successful home lab approach has changed to use what are now common household items like smartphones. We discuss how to implement physics home labs now and urge retaining them when “normal” status returns. In the overall adjustment to a post-COVID world, we argue that successes with our home labs show that this approach should become part of the “new normal”.

Hands-On Laboratories in Online Physics: For Now and Post-COVID

Graphs form an integral part during STEM education and the understanding of graphs is essential for the interpretation of data, critical thinking and reasoning in physics. Different previous works have shown that students struggle with specific difficulties, such as a confusion of slope and height, interpreting changes in height and changes in slope and the area underneath a curve. In this work we use eye tracking to study the question how the students' conceptual understanding of the slope and area concept is linked to the visual attention to different areas of a graph. Using machine learning and different gaze-based metrics, the eye-tracking data reveals characteristic visual strategies during solving of quantitative slope and area problems. The results allow the optimization of classifying correct and incorrect answers and the identification of underlying students’ difficulties.

Students’ visual strategies during physics line-graph problems

Graduate programs in physics education research: A USA based survey

An Instrument to Measure the Little-g in Teaching Labs

Student-Centered Approach to Online Radiation Experiments During a Pandemic

An Instructional Approach to Facilitate Introductory Physics Students’ Transfer of Learning

The recent pandemic has severely restricted in-person instruction in K-16 settings. A recently developed set of tools, PhyPhox, created in Germany, allow learners to harvest data directly using their cell phone. Experiments currently under development across a number of topics from mechanics ((In)elastic collisions, acceleration, pendulum motion) to audio analysis (Doppler effect, sonar, speed of sound) and creatively utilize multiple sensors to collect raw data. This free tool is available online and works across multiple cell phone platforms and services. Physics educators in RWTH Aachen University initially developed the tool and have collaborated with physics educators in New York State to develop and validate deployment strategies, including the use of instructional scaffolding approaches, video conferencing tools (including the use of breakout rooms for lab groups) and other appropriate techniques.

Using Cellphone Sensors for Data Collection

In a simple time of flight experiment, the speed of sound is observed to travel about 5% slower inside a corrugated irrigation pipe as compared with measurements conducted in open air. In addition to teaching students how to operate an oscilloscope to measure a known quantity, we suggest this slowing of sound might provide the sort of unanticipated finding that is a hallmark of recent, inquiry-based learning strategies, championed by Holmes and Wieman, but geared to an upper division, advanced lab audience. We propose an inquiry-based approach to this investigation wherein students must carefully evaluate the error in the measurement, concede that the finding is unexpected and apply critical thinking to decide how to resolve their observation in a second round of open-ended investigations.

Slow Sound: An advanced lab experience in critical thinking

Radiating is a Verb

At Western Washington University, labs for the calculus- and algebra-based physics courses were converted to an online format for Spring quarter 2020 in response to the COVID crisis. Two different implementation formats were used. One involved required synchronous lab sessions facilitated by a TA, a lab worksheet that served as a learning resource but was not a graded assignment, and a subsequent postlab quiz based on the lab worksheet. The other involved an optional synchronous lab session, a lab worksheet that was collected and graded as a required assignment from each student, and no postlab. In this talk, we describe these formats, report on student participation rates and engagement levels, and share student self-reports of learning value and enjoyment from identical surveys administered for each format. We find that leaving synchronous participation optional resulted in substantially lower participation rates.

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Hands-On Laboratories in Online Physics: For Now and Post-COVID

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A new advanced lab textbook, with support for remote instruction

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