Instructor Insights

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Instructor Insights

I decided to include a lot of demos during my lectures because I believe that to learn physics you have to know how to convert everything into mathematics, (…) make predictions, and, finally, compare predictions to experimental data. Demonstrations (…) show that the mathematics we cover in class (relate) to what nature does in physical systems.

— Yen-Jie Lee

Below, Professor Yen-Jie Lee describes various aspects of how he teaches 8.03 Physics III: Vibrations and Waves.

• Students’ Common Misconceptions
• Making Time for Individual Questions in a Large Lecture
• Using Humor to Enhance Learning
• Using Demonstrations in Class
• Behind-the-Scenes Demo Prep
• Taking a Vote to Engage Learners
• Combining Chalk Talks and Slides in a Complementary Way
• Using Questionnaires to Customize Course Content
• The Role of Recitations
• Course Iteration: Incorporating Theoretical Content and Demonstrations
• Tips for Physics Educators

Curriculum Information

Prerequisites

18.02 Multivariable Calculus
and 8.02 Electricity and Magnetism

Requirements Satisfied

GIR

8.03 may be applied toward a Bachelor of Science in Physics.

Offered

Every fall and spring semester

The Classroom

• Room 1 of 2

  Lecture

  Lectures were held in a classroom with tiered seating, sliding chalkboards, an AV system, and an assisted listening device.

• Room 2 of 2

  Recitation

  Recitations were held in smaller classrooms with moveable tables and chairs, sliding chalkboards, and AV systems.

Assessment

The students’ grades were based on the following activities:

var pieData = [ { value: 25, color: “#DD1E2F” }, { value: 20, color: “#EBB035” }, { value: 20, color: “#9ACCEF” }, { value: 35, color: “#218559” } ]; var myPie = new Chart(document.getElementById(“canvas5”).getContext(“2d”)).Pie(pieData);

25% Problem sets

20% Exam 1

20% Exam 2

35% Final exam

Student Information

Breakdown by Year

Mostly sophomores

Breakdown by Major

Mostly physics majors

Typical Student Background

Some students had backgrounds in advanced mathematics.

How Student Time Was Spent

During an average week, students were expected to spend 12 hours on the course, roughly divided as follows:

In Class

var pieData = [ { value: 25, color: “#931101” }, { value: 75, color: “#eee” } ]; var myPie = new Chart(document.getElementById(“canvas1”).getContext(“2d”)).Pie(pieData); 3 hours per week

• Met 2 times per week for 1.5 hours per session; 27 sessions total.
• Class sessions included lectures, demonstrations, and time to ask the professor questions.

Recitation

var pieData = [ { value: 25, color: “#eee” }, { value: 17, color: “#931101” }, { value: 58, color: “#eee” } ]; var myPie = new Chart(document.getElementById(“canvas2”).getContext(“2d”)).Pie(pieData); 2 hours per week

• Met 2 times per week for 1 hour per session; 28 sessions total.
• Smaller groups of students met with class staff to work through problem sets and to ask questions about the course material.

Out of Class

var pieData = [ { value: 42, color: “#eee” }, { value: 58, color: “#931101” } ]; var myPie = new Chart(document.getElementById(“canvas3”).getContext(“2d”)).Pie(pieData); 7 hours per week

• Outside of class, students worked on problem sets and prepared for exams.

Semester Breakdown

WEEK	M	T	W	Th	F
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16

No classes throughout MIT

Recitation

Problem set due date

No class session scheduled

Class session

Exam

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