Conveners
AIP: Education: PEG 1
- Thomas Dixon (UNSW)
AIP: Education: PEG 2
- Jacinta den Besten (The University of Melbourne)
Can a “Chegg-proof” examination of a standard physics unit be set? The answer, of course, is yes. But at what cost in academic workload, and is this the best use of that time?
Our talk will discuss our experience so far with pass/fail grading and research we intend to conduct over the next year.
Using a combination of rubrics, sample work and a quiz module with clear goals and expectations to prepare students for participating and writing in physics teaching laboratories. Student improvements and outcomes are presented.
Traditional physics of motion laboratories involve air tracks/tables. Activities should facilitate understanding of concepts and represent real-world/authentic activities for engagement. Using a physics-based flight-simulator, X-Plane11, students perceived positive learning outcomes with an authentic engaging activity, with a real-world application.
The change of wavelength of light with the medium it’s travelling through can be demonstrated by immersing a simple diffraction experiment in water. Higher orders of diffraction can occur in water compared to in air.
This presentation tells the story of how my hands-on approach to physics education led to the ANU MakerSpace – a highly successful, interdisciplinary, and openly accessible makerspace. I will share some highlights from my experience.
We detail a new, more inclusive approach to teaching quantum concepts to both students and non-scientific audiences; based on direct real-time interactions between musical instruments with quantum systems at audio frequencies.
I seek to discuss the insights from 6 years of the Aurora Contest data to understand the reach and knowledge of this contest and outreach activities that can shape STEM study, in particular Physics and related career choices among schoolgirls.
We run a large online-only physics course three times a year, with different academics and staff assigned each time. This talk outlines our work in ensuring consistency throughout the terms via course design and automation.
In this presentation we will provide results of a study conducted in first-year physics laboratories involving an experiment, Bunjee Jumping. The experiment is designed with a conceptual framework integrating technology and modelling to specifically ‘engage’ students with uncertainty analysis.
