United States

AAPT SM 20

Effective technological methods and teaching practices adopted to successfully complete the calculus based physics II course in remote method

synchronous teaching

echo360

remote teaching

Join AAPT and Physics Educators worldwide in developing and strengthening your professional connections by attending the 2021 AAPT Virtual Summer Meeting. AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques.

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AAPT SM 21

technical paper

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. 

This astrophysics research is intended to use methods of spectroscopy to measure the redshift of quasar 3C 273. This tendency of the spectra of quasars to be redshifted is important because it indicates that these bodies are receding from Earth at rates proportional to their distance. This is an important indicator of the expansion of the universe. After collecting this data, we hope that a physics laboratory experiment to perform measurements like this can be developed at Saginaw Valley State University.

Using Spectroscopy to Measure the Redshift in Quasars

As part of a larger study of exploring students’ problem solving in small groups, we investigated how an instructor influences students’ epistemic framing in an upper-division electromagnetism class. We use the CAMP (Conceptual, Algorithmic, Mathematics, Physics) framework to investigate the dynamics of students’ frames
surrounding their interaction with the instructor, tracking frame triplets before, during and after the instructor’s intervention during tutorial sessions. We present a case study of one such triplet (AP, CP, AP) by qualitatively analyzing student interaction with the instructor. Careful examination indicates that disagreements during the interaction necessitated the instructor to initiate conceptual discussion thereby causing a frame shift from an algorithmic to a conceptual frame.

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Using Spectroscopy to Measure the Redshift in Quasars

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