Current Courses

Fall 2014

Physics 110: Force, Motion, and Energy

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With summer student Emily Lim of Duke University


I love problem solving and love preaching about it to students. On a "meta" level, I find teaching material to students a fun exercise in problem solving itself: based on their learning styles, weaknesses and strengths, and interests, how is this lesson best constructed? At Penn, I won the Chairman's Teaching Award and was a Teaching Fellow at the Center for Teaching and Learning. Prior to 2013, I had substitute lectured for professors, have mentored undergraduates, I taught labs, and I tutored.

In the spring of 2013, I designed and taught my first course at UMD. This course, titled "Inquiry into Physics" had an enrollment of education majors, most of whom intended to teach at the elementary level. Based on techniques developed in Powerful Ideas in Physical Science, I constructed a safe space for them to explore and grapple with their own physical ideas. These exercises, while too advanced for their future students, created a model that could be applied to their future students. Because we had adequate class time, we were able to cover quite a large amount of material. Most of my students could have taken an exam for a 'normal' physics course and done quite well. I dare say their physical and mental connection with the conceptual aspect of the material could have even put them at an advantage.

In the fall of 2013, I helped to develop the Physics 131 course, Physics for Biologists. In the spring of 2014, I served as the labs technical director, for the second semester,  Physics 132, helping to redesign some of the already innovative labs. This is part of the NEXUS initiative. 

This fall, I will be teaching introductory mechanics to future majors as well as the associated labs. While some of the class will be standard lecture, a large portion of the course will be devoted to peer instruction and student engagement. The labs are being redesigned with intent: they should not necessarily echo the lecture. Rather, each one should train students in a specific practical skill, a type of scientific reasoning, and a thoughtful consideration of uncertainty and experimental design. 

Past Courses

Fall 2013 & Spring 2014

Physics 131Physics 132

-Course Materials: Working Content IWorking Content IILabs

Spring 2013

Physics 115, UMD SPR 2013

-Class Blog: Primary/Secondary Physics Education