Pearson’s Physics webinars offer professional development opportunities for educators. Learn more about the sessions below, and read about the speakers on our Physical Sciences page.
Educators who participate in a live webinar will have the opportunity to earn Acclaim professional development badges. For select webinars, Acclaim badges are available for participants who satisfactorily complete a webinar. Learn more about digital badges.
Using Mastering Physics for Much More than Homework!
We know the students in our introductory astronomy and physics classes — whether delivered on-campus or online — have a variety of learning style preferences. Some students still do well reading from the textbooks, and listening in lecture, but many students share that they seem to resonate and learn even more effectively with visual animations, simulations, and tutorials that offer hints, help, and opportunities for further exploration. Online homework and learning systems can deliver all of these — and more. I’ll share some of the techniques and assignments I’ve used with Mastering in my on-campus and online classes to help my students stay engaged and interested, including tremendously fun competitive exam review sessions, and share a bit about how Mastering helps me to see whether the students really are learning.
Students of Physics: Listeners, Observers, or Collaborative Participants in the Practice of Physics?
Scientists and especially physicists have their own, unique ways of developing new knowledge, solving new problems, and communicating about what they do. These form a set of cultural norms and practices that we call “physics.” Can students become enculturated into physics in a one year introductory course, or does “doing physics” remain the exclusive purview of professionals who have acquired their skills through years of training? Development of the Next Generation Science Standards, revisions to AP® courses, and a new MCAT® suggest that these aspects of physics (and other sciences) are as valuable as the final product of scientific labor—concepts and mathematical representations—that traditionally have been the sole focus of science courses. Science practices are the central elements of all these innovations. In my talk I will describe curricular approaches that make these practices a centerpiece of learning physics without losing conceptual and mathematical focus. Ways to assess these complex practices will also be discussed.
Teaching Physics to Non-Physicists: Making It Real, Making It Relatable
When you land after a jump, the force in your ankle joint can be 12 times your weight—or even more. There are amphibians up to one foot long than don’t have lungs or gills—they exchange gases through their skin. Emperor penguins are so well insulated that the surface of their feathers can actually be colder than the temperature of the air and ice around them. These are topics that your students will find interesting, and understanding them requires some basic physics—forces and torques, diffusion, thermal radiation. Add some life to your class by treating examples that use real situations and real data, that allow students to use the simple models of physics to explain and explore the complexity of the world around them. In this session, we’ll discuss some ideas and some resources for doing just that.