Anne J. Cox

Innovative Uses of Video Analysis

The value of video analysis in physics education is well established,1,2 and both commercial and free educational video analysis programs are readily available.3 The video format is familiar to students, contains a wealth of spatial and temporal data, and provides a bridge between direct observations and abstract representations of physical phenomena. This has made video analysis attractive for many 2D (and sometimes 3D) motion experiments including projectiles, oscillations, collisions, rotations, and even Brownian motion.4 This paper describes the use of Tracker,5 a free Java video analysis tool developed by the Open Source Physics Project,6 to extend video analysis beyond these traditional applications. Specifically, we discuss the following introductory physics video experiments, all of which are available for download from comPADRE or the BQ Learning database:71). 2D collisions in a center-of-mass reference frame. 2). Modeling the air resistance force on falling cupcake cups. 3). Thermal expansion us...

Teaching thermodynamics with Physlets® in introductory physics

This paper describes the use of interactive, Physlet®-based curricular material designed to help students learn concepts of thermodynamics with a particular focus on the use of kinetic theory models. These exercises help students visualize ideal gas particle dynamics and engine cycles, make concrete connections between mechanics and thermodynamics, and develop a conceptual framework for problem solving. Examples of curricular material from thermodynamics will be presented as well as the Web address for its download.

Teaching Physics (and Some Computation) Using Intentionally Incorrect Simulations

Computer simulations are widely used in physics instruction because they can aid student visualization of abstract concepts, they can provide multiple representations of concepts (graphical, trajectories, charts), they can approximate real-world examples, and they can engage students interactively, all of which can enhance student understanding of physics concepts. For these reasons, we create and use simulations to teach physics,1,2 but we also want students to recognize that the simulations are only as good as the physics behind them, so we have developed a series of simulations that are intentionally incorrect, where the task is for students to find and correct the errors.3

Strategies for Adopting Interactive Engagement Methods

Editors note: Its very likely that interactive teaching methods may not be something you have seen modeled in your educational experiences thus far. Perhaps as you have read about effective teaching strategies, you found evidence that thoughtful interactions are essential and effective in moving students from being passive learners to actively engaged constructors of their own knowledge. To provide you with some ideas on establishing interactive engagement opportunities in your classroom, Mario Belloni and Anne Cox share suggestions from their years of experience designing quality instructional settings to foster these interactions.