Physics is phun.
I mean it. For those of you who don’t know, I’ve spent a good portion of the past three-and-a-half years doing physics. Competitions, summer programs, research, you name it: anything with a chance to test my knowledge and learn more about the world is something that I’m all for.
But, obviously, that’s not true for the majority of high schoolers, and it’s not hard to see why. Be it tedious homework assignments, test proctor errors, or just a lackluster teaching and learning community in general, you might as well bid your chances of loving physics in high schools like Naperville North FAREweLL (typo, sorry! :)).
Well, not so fast. See, call me a weirdo, but this semester I’ve decided to create a YouTube channel catered towards AP Physics topics. In a sort-of ASAPScience, MinutePhysics-esque style, I try my best to explain some of the most confusing physics concepts in a couple of minutes. In essence, it’s a useful crash-course tool for you, and even better senioritis cure for me.
Before starting, however, there was some research that needed to be done on what truly makes videos like these so helpful. According to Vanderbilt University’s Center for Teaching, there’s three main components that make an effective educational video. Here, let’s dive right into my (early) attempts at checking the boxes.
Cognitive Load
The first component of any good academic video is, naturally, it’s academics, or what’s known as the cognitive load. Now, while there are multiple types of loads, the one I tried to isolate was the most valuable: the intrinsic load, or raw information. With a whiteboard and marker, I tried to illustrate, detail, and diagram fundamental formulas and concepts that would show up on people’s tests. How I did? That’s up for you to decide.
(A short video describing one of Maxwell’s most famous equations: Gauss’ Law. Source: Physics Done Phast)
Student Engagement
The next aspect of quality education content lies in the student engagement, or the “fun” factor. Vanderbilt University claims that this aspect–sharing the allure and captivating aspects of the subjects taught in classrooms–is often what’s lost in translation in our fifty-minute periods. Yet, I hoped to combat this issue with a dash of humor and heavy pour of self-deprecation. With embarrassing cutouts of my face and an illustration of my dog who continues to pester me throughout each video, I try to make the blandless of a whiteboard more vibrant with some personality and a good ol’ laugh or two thrown in the mix.
(I surely hope this video was engaging. Only one way to find out, I guess. Source: Physics Done Phast)
Active Learning
Finally, the last component is described as features that students find directly related to the topics they’re studying. While my editing and tech skills still prevent me from adding interactive questions, buttons, and keys, I have done some digging on the classes I make my videos for. Asking for formula sheets, textbook problems, and MasteringPhysics worksheets (all with teachers’ permission, of course), I tailored my content to hit home when it comes to the AP curriculum.
No matter whether my videos align with professional college educational research studies, I still have a blast making them. While the end goal is to cover all concepts covered in AP Physics 1, 2, and C, my meager two-video-long channel repertoire has a long way to go.
I guess that, before you leave, there’s only one thing left I need to say.
Please subscribe.
Link to Physics Done Phast: https://www.youtube.com/channel/UCOjnndPveFarl-YNIolL3EQ
Works Cited
Brame, Cynthia. “Effective Educational Videos.” Center for Teaching, Vanderbilt University, 6 Nov. 2019, cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/.
is that a cutout of your dog’s face omg