A resource for Science/Physics teachers

Photo by Nicolas Thomas on Unsplash

A practical guide to problem solving in Physics, but could also apply more broadly.

Problem solving i have found becomes easier to understand and digest when there is some structure to it. You basically give your students a template on how to start solving a problem, to make them aware of the important steps and what to be wary off.

I will present the 4 steps in problem solving through a simple example.

  1. 1.DEFINE/REPRESENT THE PROBLEM

Open access copy of the measure can be found here: https://www.researchgate.net/publication/343163788_ChAT_measure

Rationale for the development of ChAT:

To provide a measure of a person’s conversation skills ability and gauge whether they have achieved any personal growth.

The authors do not wish to perpetuate an ableist social construct of what is a “good” conversation and they do not suggest that conversation training is necessary specifically for people with communication and/or socialization difficulties. …


Some tips and suggestions from the last year of teaching


Highlights of a Guest post & interview by Vanessa Zervogianni from the Beta Project to our @NDinDesign network

Find the full piece here: https://www.neurodiversityindesign.org/vanessa-zervogianni

“Throughout my career and especially in the BETA project I recently coordinated, I’ve put the user at the heart of the design process. In BETA, we collaborated with the autism community to co-develop guidelines for the evaluation of digital technologies for autistic people.”

“The (autistic) community reached an agreement on three categories for which evidence is required: reliability, engagement and the effectiveness of the technology. Consensus was also reached on four key sources of evidence for those three categories: hands-on experience, academic sources, expert views and online reviews.”

“The framework that resulted from this study allows for any technology to…


Examples of appropriate Active Learning approaches for different room configurations

Long Rows

Large Closed Square


This piece is based on a seminar I co-hosted with my colleague Dr Ana Schalk

Ana Elena Schalk is a Learning Development Officer in the LTTC working on the Daltai Project, the HEA Retention Project (WP1), and the Impact Project (WP4). She teaches as part of the MSc in Education. She got a Ph.D. in Education, an MBA, an Expert in Knowledge Management, and a Diploma in International Cooperation for Development. Recently she finished the Higher Education Policy Course at TU Dublin.

She has worked on projects for Ministries of Education; Universities in Mexico, Peru, Colombia, Chile, and Spain; National…


This is a brilliant demonstration of the concept of Pressure.

Description: you have 3 bottles, which are connected with 2 straws as shown below. The middle bottle has the a tightly screwed on cap. You start pouring in a liquid into the left one and see what happens to it. Use a brightly coloured liquid to make the process clear for your students.

Ask your students what they think will happen

Then show them the video and 3 seconds in, pause and ask what will happen if you uncap the middle bottle and more importantly, to give you a rationale.


I hope this will become a repository for Open Access resources around Physics topics and a variety of pedagogical approaches such as Active Learning, Inquiry-Based Learning, Problem-Based Learning etc.

I will be adding the resources below. Hope you find them useful, explore them and have fun.

  1. https://yurgos-politis.medium.com/active-learning-approaches-to-online-practical-work-for-teachers-1490136eaae0
  2. https://yurgos-politis.medium.com/problem-based-learning-density-example-994ddaf124ca
  3. https://yurgos-politis.medium.com/pressure-683a11730c9
  4. https://yurgos-politis.medium.com/problem-solving-tips-for-physics-c8dae441966c


What is PBL?

Give your students a problem, preferably one they can relate to from their experiences.

Allow them time to explore and analyze the problem in order to arrive at a hypothesis

Give them time to carry out an experiment, you could do a demonstration, or show them a video

Give them space to critically analyze the situation Individually or in groups.

Ask them to present their solutions and provide a rationale for their answers

Present the solution(s) and have a whole group discussion to identify and address areas of difficulty

Density example

Dr Yurgos Politis

A good teacher does not teach facts, (they) teach enthusiasm, open-mindedness and values— Gian-Carlo Rota/ https://www.researchgate.net/profile/Yurgos_Politis

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