Welcome to the old archived website for the New England Section of the American Association of Physics Teachers. For the current website go to our new site on Wild Apricot https://aapt-nes.wildapricot.org/

I am teaching an online, 3-credit grad class on Science Inquiry Epistemic Frameworks. The class is primarily on use of ISLE (Investigative Science Learning Environment) that Eugenia Etkina talked about during our meeting as well as the biology behind how the brain learns. I’ve attached the syllabus.

I have a few extra seats available in the class and I was hoping to get the word out to our local physics teacher community who might be looking for 3 graduate level credits.

PHSC 502

Science Inquiry Epistemic Frameworks

Th 5:00-8:00pm
Location: Zoom

Instructor: Allison Daubert, M.Ed.
adaubert at bridgew.edu
Office: DMF 205
Office Hours: Before class or by appointment

Course Materials

The Art of Changing the Brain, Enriching the Practice of Teaching by Exploring the Biology of Learning,
James E. Zull

Course Goals

In this course, you will learn:

1. The biology of how the brain learns and how this affects curriculum design and implementation
   in the classroom.
2. Epistemic frameworks for science inquiry that are based in science education research and
   research about how the brain learns.
3. How to create and redesign classroom lessons to maximize real, transformative learning using
   research tested epistemic inquiry frameworks and knowledge of how student learning occurs.

Save the Date!

Saturday November 5, 2022

AAPT New England Section (AAPT-NES) 

2022 Fall Meeting
(In-Person/Online/Hybrid):

Call for Contributed Papers & Posters Secondary and College Instructors Encouraged to Present

 Meeting Theme – “Connecting Students to Current    Science Events”

Registration will be on Wild Apricot

https://aapt-nes.wildapricot.org/

If you plan to contribute a paper or poster, please send your abstract before the end of the day, Friday, October 21st. Abstracts may be submitted

https://forms.gle/ktPrfZu628hj2coAA

We are encouraging contributions with our theme “Connecting Students to Current Science Events”; other topics will also be considered.

Please note that presenters and attendees are expected to adhere to sections 1 – 4 of the AAPT Code of Conduct which may be viewed at https://aapt.org/aboutaapt/organization/code_of_conduct.cfm

You can find information on registration our Wild Apricot Site. A direct link to the spring meeting is at this link.

If you would like to contribute a paper to the spring meeting click here.

The Spring 2022 Joint Meeting of the New England Section of AAPT will be hybrid: virtual with an onsite option.

Start 2021-5-14   9AM to 4PM Location Online via Zoom and Hybrid from Holyoke, MA

You can find information on registration our Wild Apricot Site.

If you would like to contribute a paper to the fall meeting click here.

The Fall 2021 Joint Meeting of the New England and New York State Sections of AAPT will be hybrid: virtual with an onsite option.

Start 2021-10-22   5:30 PM End 2021-10-23   4:30 PM Location Online via Zoom and Hybrid from Syracuse, NY

AAPT-NES 

2021 Spring Meeting:

Call for Contributed Papers & Posters

 Meeting Theme – “Bridging Divides – Enhancing Equity in the Remote Physics Classroom”

will be held Saturday, April 24  8:30 am – 3:30 PM Online 

Link to Follow

The meeting registration link will be at: aapt-nes.wildapricot.org 

If you plan to contribute a paper or poster, please send your abstract before the end of the day, Friday, April 17. The Link to submit abstracts is:

https://docs.google.com/forms/d/e/1FAIpQLScszq3GCFnJWaWNj1HC0eYemcdfYjdtslLZpMwENZUUQak17Q

We are encouraging contributions with our theme “Enhancing Equity in the Remote Physics Classroom”; other topics will also be considered.

Our Keynote speaker is Dr. Enrique Suárez, Department of Education, University of Massachusetts.  “Estoy Explorando Science: Emergent bilingual students problematizing physical phenomena through leveraging multiple communicative resources.”  

Invited speakers Emily James, Brewster Academy, and Vivian O’Brian, STEP UP Ambassador. “Addressing Diversity, Equity and Inclusion Issues in Physics Through STEP UP Program.”

Invited speaker Gary Garber, Robotics, Physics and STEM Educational Consultant. “From Physics Teacher to Culturally Responsive Teaching Facilitator.”

There will be a Virtual New England Section meeting of AAPT on Saturday April 24th.

If you would like to contribute a paper, please use this link.

The deadline for contributed papers will be April 10. 

The meeting will take place from 9:00 am – 4:00 pm

AAPT-NES & APS-NES

Joint 2021 Spring Meeting:

Call for Contributed Papers & Posters

The AAPT-NES & APS-NES  Joint 2021 Spring Meeting

“Bridging Divides – Enhancing Equity in the Remote Physics Classroom”

will be held Saturday, April 24

Online – Link to Follow

The meeting registration link will be at: aapt-nes.wildapricot.org 

We are encouraging contributions with our theme “Enhancing Equity in the Remote Physics Classroom”; other topics will also be considered.

The Boston University ITOP program is excited to announce these graduate level PD course offerings for high school physics teachers. The two courses offered will be offered this Spring in a remote format. The titles of the course offerings are:

• NS 543: Concepts in Physics IV: Electrostatics (March 4th – April 22nd) 
• NS 544: Concepts in Physics V: Oscillatory Motion and Waves
  (April 29th to June 17th)

These courses will be held online via Zoom. Along with the usual course content, this is also a unique opportunity to do simple demonstrations with readily available materials. Additionally, we can explore the use of the online meeting applications, simulations, and cell phone applications for engaging students in learning physics. 

For information about registration or other questions, please contact
Dr. Nicholas Gross (Physics Dept., gross@bu.edu) or
Prof. Peter Garik (BU Wheelock College of Education and Human Development, garik@bu.edu)

Please pass this along to anyone you think is interested.

See below for more course details below. Improving the Teaching of Physics 

The Project ITOP (https://sites.bu.edu/itop) is a collaboration between the Boston University Physics Department and the BU Wheelock College of Education and Human Development.  

The course sequence consists of ten two-credit courses that merge physics content with readings from the history of physics, the philosophy of science, and the education research literature. The courses are blended in nature. There are seven in-class meetings for 3 hours and six online assignments. Class meetings will be held at Boston University once a week in the evenings. 

Valuable for:

·         Teachers who are working towards licensure 

·         Teachers who need graduate credit NS 543: Concepts in Physics IV: Electrostatics (March 4th – April 22nd) 

Spring 2021, Thursday evenings in March and April

This course will explore the discovery of electric charge and development of the theory of electric force.  The conceptual value of electric fields and electric potentials will be discussed. This will be extended to the theory of capacitors and electric circuits.  

Physics Topics will include:

• Forces and Potential Energy between Electric Charges
• Electric Fields and Electric Potential
• Ampere’s Law and Static Magnetic Fields
• Electric Circuits and Ohm’s Law
• Circuit Elements: Capacitors, Resistors, and Diodes

Conceptual History and Pedagogy Topics Include 

• DuFay and Gray on 18th century experiments with electrostatics
• Experiments by Franklin
• Students Misconceptions about Electric Circuits
• Concept Inventories for DC Circuits

NS 544: Concepts in Physics V: Oscillatory Motion and Waves
(April 29th to June 17th)

Spring 2021, Thursday evenings in May and June

This course will build up waves from simple harmonic motion. Students will explore the properties of waves, including constructive and destructive interference, and standing waves. Standing waves will be used to explore sound and musical instruments.  The last portion of the course will be devoted to ray optics.  

Physics Topics will include:

• Simple Harmonic Motion
• Waves, Constructive and Destructive Interference
• Standing waves on a string and in a pipe, Sound
• Light as a wave
• Ray Optics, Reflection, Refraction, and Image Formation

Conceptual History and Pedagogy Topics Include 

• Galileo on the pendulum
• Debate on the nature of light between Newton and Young
• The history of ray optics and the discovery of refraction
• Students misconceptions about ray optics and real images
• Students misconceptions about waves

Hello,

We are pleased to announce the (completely remote) ITOP course offerings for Spring 2021.  Along with the physics, conceptual history, and pedagogical knowledge content that is normally incorporated, these courses will also explore remote learning activities for discussion and labs.  

Since the classes will be offered in a remote format, teachers from diverse geographical locations can take advantage of them.  
Please share this announcement widely with any teachers you think might benefit from these courses.

Here are course summaries:

• NS 542: Concepts in Physics III: Fluids and Thermodynamics
  • Including: buoyant force, heat and specific heat, thermodynamics and heat engines such as refrigerators
  • Historical reading on Archimedes’ Principle, and the historical development of temperature; readings on students misconceptions about heat and thermodynamics
• NS 543: Concepts in Physics IV: Electrostatics
  • Including: charges and electric force, circuits, and magnetic forces
  • Historical readings on the discovery of electric and magnetic forces, readings on research in students understanding of electric fields and circuits.
• NS 544: Concepts in Physics V: Oscillatory Motion and Waves

See below for more details.

Boston University 
Improving the Teaching of Physics
(ITOP)

Offered in remote mode during Spring, 2021

Please pass this announcement along to anyone you think would benefit from these courses.

The Project ITOP (https://sites.bu.edu/itop) course sequence consists of ten two-credit courses that merge physics content with readings from the history of physics, the philosophy of science, and the education research literature. The courses are blended in nature. There are seven in-class meetings for 3 hours each week and six online assignments. Class meetings will be held once a week at Boston University in the evenings. 

The goals of the ITOP courses are:

1. Improve participants understanding of fundamental physics principles.
2. Provide participants with practice solving typical physics problems.
3. Increase participants awareness of the historic development of physics.  
4. Provide participants with opportunities to distinguish between historical models, and discuss the relationship between data, empirical models, and theory.
5. Increase participants awareness of students’ prior knowledge in physics.
6. Provide participants and opportunity to apply the above in the development of lesson plans.  

These courses are intended for:

• Teachers who are working towards licensure 
• Teachers who need graduate credit

Credits: 2 Graduate Credit Hours 

Class Meetings: One 3 hour meeting a week for 7 weeks 

• Class meetings proceed in an interactive approach and will include lab activities, demonstrations, and discussions of concepts and readings.   

Online Work: 2 hours a week

• Online work will consist of definitions, basic concepts, and example problems.  Weekly readings will also be included.  

Grading: Participants grades will include: 

• Two take home exams
• Online homework
• Lesson plan 
• Class participation

For more information contact Prof. Peter Garik (garik@bu.edu) or 

Dr. Nicholas Gross (gross@bu.edu) 

Course Descriptions Below

NS 542: Concepts in Physics III: Fluids and Thermodynamics 

Spring 2021, Monday Evenings in January and February 

This course will explore buoyancy, pressure and fluid flow in the context of Newtonian Mechanics and Conservation of Energy.  The concepts of heat and specific heat will be explored. This will lead to the ideal gas law and thermodynamic processes and cycles as applied to refrigerators and heat pumps. 

Physics Topics will include:

• Buoyancy, Pressure and Fluid Flow
• Heat and Specific Heat
• Ideal Gas Law
• Thermodynamic processes
• Thermodynamic cycles and applications to heat engines and refrigerators

Conceptual History and Pedagogy Topics Include:

• Archimedes and Galileo on Buoyancy
• Historical discussion of the distinction between temperature and heat
• Introduction of kinetic/molecular theory of heat and pressure.
• Student’s misconceptions about buoyancy, thermodynamics and the ideal gas law

NS 543: Concepts in Physics IV: Electrostatics

Spring 2021, Monday evenings in March and April

This course will explore the discovery of electric charge and development of the theory of electric force.  The conceptual value of electric fields and electric potentials will be discussed. This will be extended to the theory of capacitors and electric circuits.  

Physics Topics will include:

• Forces and Potential Energy between Electric Charges
• Electric Fields and Electric Potential
• Ampere’s Law and Static Magnetic Fields
• Electric Circuits and Ohm’s Law
• Circuit Elements: Capacitors, Resistors, and Diodes

Conceptual History and Pedagogy Topics Include 

• DuFay and Gray on 18th century experiments with electrostatics
• Experiments by Franklin
• Students Misconceptions about Electric Circuits
• Concept Inventories for DC Circuits

NS 544: Concepts in Physics V: Oscillatory Motion and Waves

Spring 2021, Monday evenings in May and June

This course will build up waves from simple harmonic motion. Students will explore the properties of waves, including constructive and destructive interference, and standing waves. Standing waves will be used to explore sound and musical instruments.  The last portion of the course will be devoted to ray optics.  

Physics Topics will include:

• Simple Harmonic Motion
• Waves, Constructive and Destructive Interference
• Standing waves on a string and in a pipe, Sound
• Light as a wave
• Ray Optics, Reflection, Refraction, and Image Formation

Conceptual History and Pedagogy Topics Include 

• Galileo on the pendulum
• Debate on the nature of light between Newton and Young
• The history of ray optics and the discovery of refraction
• Students misconceptions about ray optics and real images
• Students misconceptions about waves

On behalf of the board of the AAPT-New England Section, we wish to announce the 2020 Fall Meeting to be held remotely (via Zoom) on Saturday, October 31, 2020.  10:00 am to 2:00 pm; workshop(s) from 2:00 pm to 3:00 pm

The meeting theme is Improving Physics Instructional Lab Experiences.  We encourage participation from across the span from elementary and secondary education through first-year and beyond the first year (BFY) of college.  We invite all from early-career to experienced to retired, and especially recent or new-to-physics teachers to join us!

Our keynote speaker is: Dr. Natasha Holmes, Cornell University Physics, and we welcome contributed talks.  There will be workshops, including  a PTRA session with information that can be used in a remote-classroom setting, held on Saturday afternoon. 

You can register for the meeting on Wild Apricot.

If you would like to contribute a talk, please use this form:

Or paste this link to contribute.  https://forms.gle/9jyMzMZtrvfoEk2RA

2020 Fall Meeting – Tentative Program

Saturday, October 31st

10:00 am – 2:00 pm

• Opening Remarks
• Keynote Speaker – Natasha Holmes (Cornell University): When Developing Conceptual Understanding Interferes with Teaching Authentic Physics
• Invited Talk: Lucas Walker (Weston High School): Expanding Learning in the Physics Lab via Integration of Computation 
• Invited Talk: Michael Briggs (University of New Hampshire): Comparison of Academically Homogeneous and Heterogeneous Groups.
• Contributed Talks:
• NES Fall Business Meeting
• Workshops (Separate Zoom meetings that follow the general meeting)
  • Steve Henning (PTRA): Interactive Lecture Demonstrations in a Virtual Environment.
    • This workshop will focus on using ILDs  that were developed by David Sokoloff and Ron Thornton.  David Sokoloff has provided the ILD text in pdf format and updated some of the ILDs for use virtually.  There will also be additional examples using PASCO and Vernier smart carts and software.
  • Jay Wang (University of Massachusetts/Dartmouth) and Tim Atherton (Tufts University):  Computation and Modeling
    • This workshop will focus on computation and modeling activities integrated into introductory and advanced physics courses appropriate for high school to college levels. The participants will be guided to work on concrete examples and will be encouraged to develop their own plans or activities. We will introduce common tools such as Jupyter notebook, excel, glowscript, and tracker, as well as useful resources such as PICUP and Physlets, some are particularly suitable for online delivery.
    • Time: 2 hours, with an optional 3rd hour and follow-up meeting.
  • Emily James (Brewster Academy) and Vivian O’Brian (STEP UP Ambassador for APS/AAPT): STEP UP:  Teaching Students about Career Potentials in Physics
    • Did you know that physics is the only undergraduate science field with women represented at less than 50 %?  In fact, women make up only 20 % of recipients of bachelor’s degrees in physics.  The good news is that high school teachers can strongly influence women to pursue a degree in physics.  The STEP UP project has developed research-based lessons to engage women in this discipline and has created a nationwide community of teachers committed to increasing the representation of women in physics.  We will be presenting one of the lesson plans entitled “Careers in Physics” which may be successfully taught remotely, in person, or in a hybrid classroom situation.  These lessons will help your students assess their personal values in relation to a career in physics, examine profiles of professionals with a physics degree, and envision themselves in a physics career.  In addition, some of the student misconceptions surrounding the relevance of physics to other fields of study as well as its pivotal role in solving many societal problems such as climate change and curing cancer will be addressed.