How We Teach: MIT 8.13-14 Experimental Physics I & II “Junior Lab”, Fall 2016 - Spring 2017
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What you'll learn
This course includes
- 2 hours of video
- Certificate of completion
- Access on mobile and TV
Course content
1 modules • 48 lessons • 2 hours of video
How We Teach: MIT 8.13-14 Experimental Physics I & II “Junior Lab”, Fall 2016 - Spring 2017
48 lessons
• 2 hours
How We Teach: MIT 8.13-14 Experimental Physics I & II “Junior Lab”, Fall 2016 - Spring 2017
48 lessons
• 2 hours
- Experimental Physics I: Final Presentation: Rutherford Scattering Detection through Gold Foil 16:32
- Experimental Physics I: Final Presentation: Galactic rotation curve and structure of the Milky Way. 18:13
- Experimental Physics I: Final Presentation: Optical Trapping. Measuring the Boltzmann Constant. 18:07
- Meet the Educator 00:42
- Teaching as Coaching 01:31
- Assessing Learning through Student Talks 02:36
- Providing Productive Feedback 01:01
- On Grading Student Papers 02:33
- How Students Develop as Physicists over the Course of the Semester 03:07
- Faster than the Speed of Light: A Future Junior Lab Experiment 02:45
- Improving Early Physics Education 02:31
- Meet the Educator 00:35
- Unique Aspects of the Course 01:45
- Pedagogical Iteration 01:49
- Developing Students' Science Communication Skills 04:57
- The Role of Teamwork in "Junior Lab" 02:31
- Flipping the Classroom 01:47
- Tips for Educators 01:22
- An Invitation to New Students 01:27
- Meet the Educator 01:02
- Student Challenge #1: Unlearning How to do Experiments 01:59
- Student Challenge #2: Encountering a Multidimensional Learning Surface 00:53
- Student Challenge #3: Learning Data Analysis 01:54
- Helping Students Cultivate Identities as Scientists 01:16
- Providing Science Communication Practice 01:52
- Eliciting Cognitive Dissonance 01:20
- Flipping the Classroom 02:23
- An Active Learning Example 03:24
- Developing New Experiments: Behind the Scenes 04:26
- Meet the Educator 00:43
- The Role of Iteration in Developing Oral Communication Skills 01:44
- Supporting Students with Individual Conferences 03:02
- Using the Concept of Metadiscourse to Improve Students’ Oral Presentations 01:02
- Positioning Communication Instructors as Coaches, Not Graders 01:36
- Tips for Partnering with Technical Faculty 01:15
- Building Up to an Audience 02:09
- Science is Communication 01:40
- Keys to Success in the Course: Perseverance and Data Analysis 01:26
- Tips for Educators 01:23
- Advice for Students: Be Persistent 00:51
- J-Lab Offers a Wide Range of Experiments 00:44
- Advice for Women in Physics: Be Confident 00:35
- Time Management Tip: Don’t Procrastinate! 00:54
- Take this Course, Even if You Want to be a Theoretical Physicist 00:29
- Advice about Teamwork: Take Time to Verify Your Partner’s Work 00:47
- On the Flipped Classroom Format 00:48
- J-Lab: A Space to Figure Things Out 00:55
- Tips for Educators 00:47
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